ABSTRACT
Level 1 analysis generates objectives at the job performance or subject mastery level. Level 2 analysis transforms these real-life objectives into instructional objectives, sorting out those that are worth teaching from those that are not. The criteria for this sorting out which we considered in the last chapter were:
Are the objectives already known/mastered?
Are they so easy to achieve that formal instruction is not called for (we simply need to inform the student what is expected of him and he will perform, since he already has all the component knowledge and skill requirements).
