Task analysis is a sequenced list of the subtasks or steps that make up a task (Moyer & Dardig, 1978). It allows teachers to break a complex activity into smaller, teachable parts so students can
engage with it step by step. This approach helps ensure that learning is well-supported and that no key skill is overlooked. It also allows the teacher to select appropriate instructional strategies
such as group work, questioning, modelling, or guided practice to match each part of the process. Through this structure, students are not only guided through content, but also develop key
skills like critical thinking, problem solving, and independent learning. Task analysis supports active engagement by allowing for a variety of learning experiences and classroom interactions,
making it easier to differentiate instruction and respond to students' needs in real time. Most importantly, it also helps students see exactly where they may be struggling or misunderstanding a
concept, since each step builds clearly on the one before it. This allows for quicker intervention and encourages students to take more responsibility for their learning. In this particular task,
students also engage with higher order thinking skills as they are required to apply prior knowledge, make strategic decisions, and create a usable research tool that meets real-world needs.

In line with the requirement to complete a task analysis of a major performance task from the unit, this section focuses on Lesson 5 of the Marketing Research Unit. In this lesson, students are
asked to design a short research tool—such as a survey or interview guide—to collect peer opinions on cafeteria pricing. This is a meaningful, school-based issue that allows students to apply
concepts from earlier lessons in a real and relatable context.

To complete the activity successfully, students must move through a clear sequence: they first need to grasp the issue they are investigating, then connect it to SMART research objectives.

From there, they select the most suitable research technique (such as a survey or interview), draft a certain number of questions that are clear and unbiased, organize those questions logically,
and revise their tool based on teacher or peer feedback. Because each part relies on the successful completion of the previous one, this activity is best supported by a procedural task analysis an
approach that emphasizes teaching and learning in a step-by-step sequence.

 

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Reference

Moyer, J. R., & Dardig, J. C. (1978). Practical task analysis for special educators. TEACHING Exceptional Children, 11(1), 16–18. https://doi.org/10.1177/004005997801100105

The table below outlines the knowledge, sub-skills, values, and teaching sequence needed to support students in completing this task successfully.