The systematic design of instruction dick and carey

The Systematic Design of

Instruction- Dick and Carey

The Staff Trainer’s Blog

Cathy Cousear

Criteria for establishing

Instructional Goals• Will the development of this

instruction solve the problem

that led to it?

• Are these goals acceptable to

those who must approve this

instructional development

effort?

• Are there sufficient people and

time to complete the goal?

Analysis of Learning Context

• Compatibility of site with

instructional requirements.

• Adaptability of site to

simulate workplace.

• Adaptability for delivery

approaches.

• Learning site constraints

affecting design and

delivery.

Steps in Writing Evaluations

• Edit goal to reflect eventual

performance context

• Write terminal objectives to reflect

context of learning environment

• Write objective for each step in goal

analysis for which there are no sub-steps shown.

• Write objectives for all subordinate

skills

• Write objectives for entry behaviors if

some students are likely not to possess

them.

Four Types of Criterion-Referenced Tests

and Their Uses

• Entry Behavior Test

• Pretest

• Practice Tests

• Posttest

Test Type(Entry Behavior)

Designer’s Design

• Are target learners

ready to enter

instruction?

• Do learners possess the

required prerequisite

skills?

Objectives Typically

Tested

• Prerequisite skills or

those skills below the

dotted line in the

instructional analysis

Test Type (Pretests)

Designer’s Decision

• Have learners

previously mastered

the enabling skills.

• Which particular skills

have they previously

mastered?

• How can I most

efficiently develop this

instruction?

Objectives Typically

Tested

• Terminal Objectives

• Main steps from the

goal analysis

Type Tests (Practice tests)

Designer’s Decision

• Are students requiring

the intended

knowledge and skills?

• What errors and

misconceptions are

they forming?

• Is instruction clustered

appropriately?

• Is the pace of

instruction appropriate

for the learner?

Objectives Typically

Tested

• Knowledge and skills for

a subset of objectives

within the goal.

• Scope typically at the

lesson rather the unit

level.

Test Type (Posttests)

Designer’s Decision

• Have learners

achieved the terminal

objectives?

• Is the instruction more

or less effective for

each main step and for

each subordinate skill?

• Where should

instruction be revised?

Objectives Typically Tested

• The terminal objective

• Main steps and their

subordinate skills

Four Categories of Test Item

Qualities• Goal Centered

• Learner- Centered

• Context-Centered

• Assessment-Centered

Goal Centered

Learner-Centered Criteria

Context-Centered Criteria

Assessment-Centered Criteria

Types of Items

Sequencing Items

Writing Directions

Evaluating tests and Test Items

Developing Instruments to Measure

Performance, Products, and Attitudes

• Identify the elements to be

evaluated

• Paraphrase each element

• Sequence the elements on

the instrument.

• Select the type of

judgment to be made by

the evaluator

• Determine how the

instrument will be scored

Developing the Response Format

• Checklist

• Rating Scale

• Frequency Count

• Scoring Procedure

Learning Components of

Instructional Design1. Gaining attention

2. Informing learner of the objectives

3. Stimulating recall of prerequisite

learning

4. Presenting the stimulus material.

5. Providing learner guidance

6. Eliciting the performance

7. Providing feedback about

performance correctness

8. Assessing the performance

9. Enhancing retention and transfer

Five Major Learning

Components1. Pre-instructional activities

2. Content Presentation

3. Learner Participation

4. Assessment

5. Follow-through activities

Summary of Learning Components

A. Pre-instructional Activities

B. Content presentation

C. Learner Participation

D. Assessment

E. Follow-through activities

Best Sequence for Developing

Instructional Strategy

Developing Instructional Material

Factors that cause compromise in

media selection

• Availability of Existing

Instructional Material

• Production and

Implementation

Constraints

• Amount of Instructor

Facilitation

Components of an Instructional

Package

• Instructional Materials

• Assessments

• Course Management

Information

Selecting Existing Instructional

Materials

• Goal centered criterial for

evaluating materials

• Learner-centered criterial

for evaluating materials

• Learning centered criterial

for evaluating materials

• Context-Centered Criteria

for Evaluating Materials

Goal-Centered Criteria for

Evaluating Materials

Learner-Centered Criteria for

Evaluating Material

Learning Centered Criteria for

Evaluating Materials

Context-Centered Criteria

Steps in the Development of

Instruction

Design and Conduct Formative

Evaluation of instruction

Types of Data to Collect

Field Trial

Formative Evaluation in the

Performance Context

Formative Evaluation Activities

Revising Instruction