This document outlines the key principles and steps of instructional design according to Dick and Carey's systematic design model. It discusses establishing instructional goals, analyzing the learning context, writing objectives and criterion-referenced tests, developing instructional strategies and materials, and conducting formative evaluations to revise instruction. The goal is to design effective instruction by thoroughly analyzing learning needs and contexts, developing appropriate objectives and assessments, selecting optimal instructional approaches, and refining the design through evaluation and revision.

1. The Systematic Design of
Instruction- Dick and Carey
The Staff Trainer’s Blog
Cathy Cousear

3. 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?

4. 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.

6. 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.

7. Four Types of Criterion-Referenced Tests
and Their Uses
• Entry Behavior Test
• Pretest
• Practice Tests
• Posttest

8. 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

9. 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

10. 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.

11. 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

12. Four Categories of Test Item
Qualities
• Goal Centered
• Learner- Centered
• Context-Centered
• Assessment-Centered

13. Goal Centered

14. Learner-Centered Criteria

15. Context-Centered Criteria

16. Assessment-Centered Criteria

17. Types of Items

18. Sequencing Items

19. Writing Directions

20. Evaluating tests and Test Items

21. 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

22. Developing the Response Format
• Checklist
• Rating Scale
• Frequency Count
• Scoring Procedure

23. Learning Components of
Instructional Design
1. 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

24. Five Major Learning
Components
1. Pre-instructional activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through activities

25. Summary of Learning Components
A. Pre-instructional Activities
B. Content presentation
C. Learner Participation
D. Assessment
E. Follow-through activities

26. Best Sequence for Developing
Instructional Strategy

27. Developing Instructional Material

28. Factors that cause compromise in
media selection
• Availability of Existing
Instructional Material
• Production and
Implementation
Constraints
• Amount of Instructor
Facilitation

29. Components of an Instructional
Package
• Instructional Materials
• Assessments
• Course Management
Information

30. 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

31. Goal-Centered Criteria for
Evaluating Materials

32. Learner-Centered Criteria for
Evaluating Material

33. Learning Centered Criteria for
Evaluating Materials

34. Context-Centered Criteria

35. Steps in the Development of
Instruction

36. Design and Conduct Formative
Evaluation of instruction

37. Types of Data to Collect

38. Field Trial

39. Formative Evaluation in the
Performance Context

40. Formative Evaluation Activities

41. Revising Instruction