Another Look at Task Analysis

An overview of approaches to task analysis is presented together with suggestions for alternative approaches that the teacher may consider. The concept and elaboration of task analysis owes much to the work of Gagne (1974). He considers task analysis to consist of the identification and classi-fication of learning outcomes, and of the subordinate skills that are prerequisite of such outcomes. The former is more cor-rectly called task description or task clas-sification, where the outcomes of learning, which have distinct implications for the conduct of instruction, are identified. The latter, the classification of target objec-tives into their component skills for pur-poses of identifying the prerequisites o