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Copyright, iv
Preface, xxi
To the Instructor, xxiii
Chapter 1. Introduction to Instructional Design, 1-a
The Dick and Carey Systems Approach Model for Designing Instruction, 1-a
Components of the Systems Approach Model, 6
Identify Instructional Goal(s), 6
Conduct Instructional Analysis, 6
Analyze Learners and Contexts, 6
Write Performance Objectives, 6
Develop Assessment Instruments, 6
Develop Instructional Strategy, 7
Develop and Select Instructional Materials, 7
Design and Conduct Formative Evaluation of Instruction, 7
Revise Instruction, 7
Design and Conduct Summative Evaluation, 8
Using the Systems Approach Model, 8
Why Use the Systems Approach?, 8
For Which Instructional Types and Student Groupings Is the Systems Approach Appropriate?, 9
Who Should Use the Systems Approach?, 10
References and Recommended Readings, 11
Chapter 2. Identifying Instructional Goals Using Front-End Analysis, 14
Objectives, 14
Background, 15
Concepts, 16
Performance Analysis, 17
Needs Assessment, 22
Job Analysis, 24
Clarity in Instructional Goals, 24
Learners, Context, and Tools, 25
Criteria for Establishing Instructional Goals, 26
Examples, 27
Providing Customer Service, 27
Case Study: Group Leadership Training, 30
Leading Group Discussions, 30
Summary, 33
Rubric for Evaluating Instructional Goals, 33
Practice, 34
Feedback, 35
References and Recommended Readings, 36
Chapter 3. Conducting a Goal Analysis, 38
Objectives, 38
Background, 39
Concepts, 40
Verbal Information, 40
Intellectual Skills, 41
Psychomotor Skills, 42
Attitudes, 42
Cognitive Strategies, 43
Bloom’s Domains of Learning Outcomes, 43
Goal Analysis Procedures, 44
More Suggestions for Identifying Steps within a Goal, 48
Examples, 49
Intellectual Skills Goals, 49
Psychomotor Skills Goals, 50
Attitudinal Goals, 51
Verbal Information Goals, 52
Typical First Approach to Goal Analysis, 52
Case Study: Group Leadership Training, 53
Summary, 54
Rubric for Evaluating a Goal Analysis, 54
Practice, 55
Feedback, 55
References and Recommended Readings, 57
Chapter 4. Identifying Subordinate and Entry Skills, 58
Objectives, 58
Background, 59
Concepts, 60
Hierarchical Approach, 60
Procedural Analysis, 65
Cluster Analysis, 66
Analysis Techniques for Attitude Goals, 66
Analysis Techniques for Combination Domains, 67
Instructional Analysis Diagrams, 68
Entry Skills, 70
The Tentativeness of Entry Skills, 73
Examples, 74
Subordinate Skills Analysis of a Psychomotor Skill, 74
Subordinate Skills Analysis of an Attitudinal Goal, 75
Identification of Entry Skills, 77
Case Study: Group Leadership Training, 78
Hierarchical Analysis of an Intellectual Skill, 78
Cluster Analysis for Verbal Information Subordinate Skills, 80
Identification of Entry Skills, 80
Summary, 84
Rubric for Evaluating Subordinate and Entry Skills, 85
Practice, 86
Feedback, 87
References and Recommended Readings, 87
Chapter 5. Analyzing Learners and Contexts, 90
Objectives, 90
Background, 91
Concepts, 92
Learner Analysis, 92
Data for Learner Analysis, 94
Performance Context Analysis, 95
Data for Performance Context Analysis, 96
Learning Context Analysis, 96
Data for Learning Context Analysis, 98
Public School Contexts, 98
Evaluation and Revision of the Instructional Analysis, 99
Examples, 100
Case Study: Group Leadership Training, 102
Learner Analysis, 102
Performance Context Analysis, 104
Learning Context Analysis, 105
Summary, 107
Rubric for Evaluating Analysis of Learners and Contexts, 107
Practice, 108
Feedback, 109
References and Recommended Readings, 109
Chapter 6. Writing Performance Objectives, 110
Objectives, 110
Background, 111
Concepts, 113
Performance Objective, 113
The Function of Objectives, 113
Parts of an Objective, 114
Derivation of Behaviors, 115
Derivation of Conditions, 116
Derivation of Criteria, 118
Process for Writing Objectives, 119
Evaluation of Objectives, 120
Examples, 121
Psychomotor Skills, 121
Attitudes, 122
Case Study: Group Leadership Training, 124
Verbal Information and Intellectual Skills, 124
Summary, 126
Rubric for Evaluating Performance Objectives, 127
Practice, 128
Feedback, 129
References and Recommended Readings, 129
Chapter 7. Developing Assessment Instruments, 130
Objectives, 130
Background, 131
Concepts, 132
Four Types of Criterion-Referenced Tests and Their Uses, 132
Test Design, 135
Mastery Levels, 135
Test Item Criteria, 136
Mastery Criteria, 139
Test Item Format and Performance Objectives, 139
Objective Tests, 141
Alternative Assessment Instruments for Performances, Products, and Attitudes, 142
Portfolio Assessments, 146
Congruence in the Design Process, 147
Examples, 149
A Checklist for Evaluating Motor Skills, 149
Instrument for Evaluating Behaviors Related to Attitudes, 151
Case Study: Group Leadership Training, 153
Test Items for Verbal Information and Intellectual Skills, 153
Design Evaluation, 156
Summary, 158
Rubric for Evaluating Criterion-Referenced Assessments, 158
Practice, 159
Feedback, 161
References and Recommended Readings, 163
Chapter 8. Developing an Instructional Strategy, 164
Objectives, 164
Background, 165
Concepts, 166
Selection of a Delivery System, 166
Content Sequencing and Clustering, 168
Learning Components of Instructional Strategies, 171
Learning Components for Learners of Different Maturity and Ability Levels, 179
Learning Components for Various Learning Outcomes, 180
Learning Components for Constructivist Strategies, 187
Student Groupings, 194
Selection of Media and Delivery Systems, 195
Examples, 199
The Process of Developing an Instructional Strategy, 199
Instructional Strategy Evaluation, 202
Case Study: Group Leadership Training, 203
Cognitive Instructional Strategy, 203
Constructivist Instructional Strategy, 213
Summary, 216
Rubric for Evaluating an Instructional Strategy, 216
Practice, 218
Feedback, 219
References and Recommended Readings, 220
Chapter 9. Developing Instructional Materials, 222
Objectives, 222
Background, 223
Concepts, 224
The Designer’s Role in Materials Development and Instructional Delivery, 224
The Delivery System and Media Selections, 227
Components of an Instructional Package, 230
Existing Instructional Materials, 231
Instructional Materials and Formative Evaluation, 233
Examples, 235
The Materials Development Process, 235
Steps in the Development of Instruction, 236
Case Study: Group Leadership Training, 237
Preinstructional Activities, 237
Content Presentation and Learning Guidance, 239
Learner Participation, 242
Summary, 250
Rubric for Evaluating Instructional Materials, 250
Practice, 251
Feedback, 252
References and Recommended Readings, 253
Chapter 10. Designing and Conducting Formative Evaluations, 256
Objectives, 256
Background, 257
Concepts, 258
Formative Evaluation Designs, 259
Role of Subject-Matter, Learning, and Learner Specialists in Formative Evaluation, 261
One-to-One Evaluation with Learners, 261
Small-Group Evaluation, 266
Field Trial, 268
Formative Evaluation in the Performance Context, 270
Formative Evaluation of Selected Materials, 273
Formative Evaluation of Instructor-Led Instruction, 274
Data Collection for Selected Materials and Instructor-Led Instruction, 274
Concerns Influencing Formative Evaluation, 275
Problem Solving during Instructional Design, 277
Examples, 277
Formative Evaluation Activities, 277
Case Study: Group Leadership Training, 281
One-to-One Formative Evaluation Procedures, 281
Small-Group Formative Evaluation Procedures, 283
Instruments for Assessing Learners’ Attitudes about Instruction, 284
Summary, 288
Rubric for Evaluating Formative Evaluation Procedures, 289
Practice, 290
Feedback, 290
References and Recommended Readings, 291
Chapter 11. Revising Instructional Materials, 294
Objectives, 294
Background, 295
Concepts, 296
Data Analysis for One-to-One Trials, 296
Data Analysis for Small-Group and Field Trials, 297
Sequence for Examining Data, 302
Revision Process, 303
Revision of Selected Materials and Instructor-Led Instruction, 304
Examples, 305
Case Study: Group Leadership Training, 305
Analysis of Item-by-Objective Data across Tests, 306
Analysis of Data across Tests, 308
Analysis of Attitudinal Data, 309
Plans for Revising Instruction, 312
Summary, 314
Rubric for Evaluating Data Summary and Interpretation, 314
Practice, 315
Feedback, 316
References and Recommended Readings, 317
Chapter 12. Designing and Conducting Summative Evaluations, 318
Objectives, 318
Background, 319
Concepts, 320
Expert Judgment Phase of Summative Evaluation, 322
Field Trial Phase of Summative Evaluation, 324
Comparison of Formative and Summative Evaluations, 328
Examples, 329
Data Summary Form for the Congruence Analysis, 330
Checklist for Content Analysis: Evaluating the Completeness and Accuracy of Materials, 330
Checklists for Design Analysis: Evaluating the Learning and Instructional Strategies in Materials, 332
Form for Utility and Feasibility Analysis: Expert Judgment, 336
Form for Current Users’ Analysis, 336
Summary, 338
Rubric for Evaluating Summative Evaluations, 338
Practice, 339
Feedback, 339
References and Recommended Readings, 340
Appendixes, 343
Appendix A. Design Decisions from Front-End Analysis and Instructional Goal for Writing Composition, 344
Appendix B. Goal Analysis of the Instructional Goal on Writing Composition, 345
Appendix C. Hierarchical Analysis of Declarative Sentence Portion of Writing Composition Goal with Entry Skill Lines, 346
Appendix D. Analysis of Learner Characteristics, Performance Context, and Learning Context, 347
Appendix E. Design Evaluation Chart for Subordinate Skills, Performance Objectives, and Parallel Test Items, 349
Appendix F. Instructional Strategy for Cognitive Instruction: The Objective Sequence and Clusters, Preinstructional Activities, and Assessment Activities, 352
Appendix G. Instructional Strategy for Content Presentation, Student Participation, and Lesson Time Allocation Based on the Strategy, 354
Appendix H. Plans for a Constructivist Learning Environment, 357
Appendix I. Session 1: Motivational Materials, Unit Objectives, and Assessment for Entry Skills, 361
Appendix J. Session 2: Pretest: Writing Newsletter Article and Using Rubric to Evaluate Article, 365
Appendix K. Session 3: Pretest and Instruction in Subordinate Skills 5.6 through 5.11, 367
Appendix L. Group’s and Individual’s Achievement of Objectives and Attitudes about Instruction, 372
Appendix M. Materials Revision Matrix Analysis, 377
Glossary, 379
Index, 387

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