The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model provides a systematic process for developing instruction that begins with analyzing needs and ends with evaluating outcomes. It offers more detail than other models and has gained widespread acceptance as a framework for instructional system design.

1. Dick and Carey Model
Dick and Carey (1990) propose a comprehensive and systematic model for developing
instruction in a wide variety of contexts. Besides following the 5 basic stages of the ADDIE
model – analysis, design, development, implementation and evaluation, it also offers more detail
than other models. As a result of its comprehensiveness, this model has gained widespread
acceptance and often comes to symbolize instructional system design. This model describes all
the phases of an iterative process that starts by identifying instructional goals and ends with
summative evaluation. In general, there are 9 stages in this model.
Stage 1: Identify instructional goals
An analysis is done to identify the needs of subject matter. By having a clear view on what is
needed, instructional goals are decided then.
Stage 2: Instructional analysis
The purpose of this stage is to determine the knowledge and skills needed to achieve the goals. It
includes task analysis, information-processing analysis, and learning-task analysis.
Stage 3: Identify entry behaviours and learner characteristics
It is to determine which of the required enabling skills that the learners can bring to the learning
task. We will try to identify traits of personality, learners’ abilities and intellectual skills for
instance.

2. Stage 4: Write performance objectives
This stage mainly related to lesson planning. Its purpose is to translate the needs and goals that
have been identified into both the specific and detailed objectives. By doing this, we may
determine whether the instruction related t its goals. Besides, it can aid learners in their study and
can guide the development of measures of learner performance.
Stage 5: Develop criterion-referenced test items
Instruments are used
 to diagnose an individual possessions of the necessary prerequisites for learning new
skills
 as early determination of performance measures before development of lesson plan and
instructional materials
 to check the results of student learning during the process of a lesson
This stage is also useful in evaluating the instructional system itself.
Stage 6: Develop instructional strategy
It works as a guideline or outline on how the instructional activities will relate to the
accomplishment of the objectives. An effective learning strategy is chosen to deliver the lesson
contents. Student-centered and teacher-centered are two common strategies being used.
Stage 7: Develop and select instructional materials
A teacher when comes to this stage, he or she will select a suitable media to convey events of
instruction. We can use the existing materials or else can create new materials for this purpose.
Stage 8: Develop and conduct formative evaluation
A formative evaluation provides data for revising and improving instructional materials.
Stage 9: Develop and conduct summative evaluation

3. This stage is to study the effectiveness of system as a whole. Summative evaluation usually
being conducted after the system has passed through its formative evaluation.