Instructional Design Assignment 1.2
Analysis
Main Topics: Goal Analysis Instructional Analysis Learner Analysis Context Analysis
:
Group:
Keena Douglas keenad@nova.edu
Jonathan Lamey lameyj@nova.edu
Nadine Salmon nsalmon@nova.edu
Monica Shakespeare monshake@nova.edu
Introduction
According to Dick and Carey (1996), once the instructor carefully notes the relationship between instructional strategy and learner outcome, bases the instruction on the skills and the knowledge to be taught, is able to carry out the instruction in optimal learning conditions and utilizes appropriate assessment instruments, then success in instruction will be achieved. Bing and Flannelly (1994) state that Instructional Systems Design Theory is “comprised of replicable procedural processes for designing, producing, transmitting, evaluating, and revising instruction. It examines congruency of all components of the instructional system”. They further state that instructional theory is based on the premise that the structure of the instructional components has an impact on the effectiveness of the instruction.
There are many models in the Instructional Design process. One such model, the Dick and Carey Model, will be examined. This Model has the following phases:
· Analysis
· Design
· Development
· Implementation
· Evaluation
The analysis phase, for example, is broken down into areas such as instructional analysis, goal analysis, learner analysis and context analysis. For the purposes of this paper, the focus will be on the components of the Analysis Phase. This aspect of the model will be discussed in detail.
The Dick and Carey Model emphasizes the sequential and observable steps that the learner(s) will perform in order to achieve the instructional goal. Figure 1 shows the relationship which exists between the different analyses.
According to Cifuentes (2000) “the quality of all phases depends upon the quality of the previous phase”. It is therefore important for all aspects of the analysis to be taken into consideration in any assessment. “The major purpose of instructional analysis is to identify the skills and knowledge that should be included in our instruction”, (Dick, Carey & Carey, p 37). It comprises two main sections. The first is the goal analysis that clearly identifies the main steps of the goal. A goal analysis helps the instructional designer to ensure that each step of the process is delineated and taken into account in the assessment. The second component is a more detailed analysis that allows the subordinate and entry skills to be defined.
A goal analysis seeks to
analyze the instructional goal and takes into consideration
such areas as the learning domains (psychomotor, intellectual or cognitive,
verbal, and attitudinal) as well as the necessary skills and knowledge to
achieve success in the instructional goal. The analysis is broken down into a
step by step sequence of measurable or observable behaviors that will
accomplish the instructional goal. Flowcharts are generally used to highlight
the steps and to provide visualization of the relationship between the various
steps of the goal.
The learners are teaching practice supervisors who are employed to Teacher Training Colleges. They are the persons who are responsible for assessing student teachers who are on Teaching Practice. Recently, the Joint Board of Teacher Education (JBTE) introduced a new assessment form for use during Teaching Practice. It is now necessary for the supervisors to know how to use the form properly in their assessment of the student teachers. The new form assesses the student teachers in five major areas:
(i) Planning
(ii) Teaching
(iii) Relating
(iv) Managing
(v) Effecting
The supervisors will already have previous knowledge of these areas as well as the assessment form. The goal of the training exercise is the proper use of the assessment form in assessing the students. This is illustrated in Figure 2.
Obtain a folder with materials to be used for instruction. 1
Entry Behavior
Knowledge
of the JBTE Teacher Assessment Form
Figure 2
Goal Analysis Flowchart
The goal statement is:
Using the new Joint Board of Teacher Education (JBTE) Assessment Form with the aid of video tapes and case studies, supervisors in the Teaching Practice exercise should be able to view the video tape and/or case study PowerPoint slide presentation(s) and appraise objectively the performance of teachers on Teaching Practice on the basis of the following criteria:
· Planning
· Relating
· Managing
· Effecting
Following on any goal analysis, the second aspect of the instructional analysis helps the designer to identify the skills necessary for the learner to accomplish the main stages. A third stage in the goal analysis is classified as intellectual skills and therefore needs hierarchical analysis.
Instructional analysis involves uncovering the subordinate skills that are required for each area identified during the goal analysis. Both goal analysis and instructional analysis serve as a double check vis-à-vis the instructional goal. As each component is examined, the instructional designer questions how the components relate back to the overall goal. As the picture unfolds, the relevance of the instructional goal is verified (Dick and Carey. 1996).
To illustrate this point, item 3 of Figure 2 which relates to a review of each of the assessment variables will be discussed. Figure 3 shows in greater detail the various components involved with this aspect of the instructional analysis. It demonstrates the link between the assessor’s knowledge of the Joint Board of Teacher Education Assessment Form, incorporating the five variables identified for assessment.
Knowledge of the Joint Board of Teacher
Education Assessment form
Figure 3 Instructional Analysis (JBTE Assessment Form)
An instructional analysis might seem tedious and time consuming, but when this is properly done, it provides a more thorough and efficient instructional product. By combining a detailed instructional analysis with clearly defined entry behaviors, necessary content can be identified, processed and situated within the instructional design so that in this instance, teaching practice supervisors can be trained to effectively use the new JBTE Assessment Form.
Learner analysis involves a thorough and detailed
study of the important instruction related characteristics of the target pupils
assists in the proper match of learning resources with the intended
participants in the teaching-learning system. It helps to shape and guide
instructional planning and eventual delivery. A number of instructional
variables are brought to the fore by conducting a learner analysis.
The learner analysis is particularly relevant to
this project, and is useful in that it involves adult learners (professional
teachers as evaluators) whose special needs and peculiarities must be taken
into consideration for successful execution of the specified tasks. According
to Dick, Carey and Carey (1996) there are certain parameters that must be
considered in a properly constituted learner analysis. These are indicated in
Table 1 below:
Information |
Data
Sources |
Learner
Characteristics |
1.Entry Behaviors |
Interviewed 12 staff members (who participated in
previous exercises) about their ability to work with assessment forms for
trainee teacher assessment. They range in age between 34 and 56 years. They
were assessed for their competence in completing forms in general: |
Teachers involved in this exercise are all trained
professionals. They are all able to fill out familiar assessment forms. They
are familiar with the general (overall) requirements of the Joint Board of
Teacher Education (the standards body that certifies teachers). They
understand the importance of maintaining their professional integrity in the
assessment of trainee teachers. There is willingness to be compliant, but
they are not familiar with the new assessment form, and therefore require
more training in those specifics. |
2. Prior Knowledge of Topic Area |
Observations and interviews: |
Teachers are knowledgeable about evaluation rules of the
accrediting bodies, the academic standards. They have used the older version
of the assessment form in previous years. Some of these teachers had
previously expressed frustration about the cumbersome nature of the older
system of evaluation. |
3. Attitude Towards Content Information |
Observations and questionnaire: |
Participants have positive attitudes towards the
evaluation of their students. The idea of finally getting a chance to
implement the new evaluation form (the one being contemplated here) excites
them, because they were fed-up with the previous schema. They are teachers in
their own right, and wish to see the completion of the preparation of the
trainee teachers. They indicated their excitement on the pre-activity questionnaire
administered by the facilitator. Their attention, relevance, confidence, and
satisfaction are in keeping with the level of expectation to be
exhibited by professionals. |
4. Attitudes Towards Potential
Delivery System |
Consultations, interviews and questionnaire: |
Teachers have extensive experience in the evaluation of
students. They are also very experienced in (veterans at) attending workshops
and conferences, some for a single day, others for longer periods of time.
Their attention, relevance, confidence, and satisfaction have been
at an acceptable level, and it is anticipated that this will be consistent
with high expectations. |
5. General Academic Motivation |
Interviews and observations. Feedback from evaluation series from the previous year: |
The teachers here have been requesting that the
evaluation system be changed/reorganized for some time. The previous forms
were cumbersome and difficult to use. They fully welcome the change, but need
to be familiar its the proper use. Their motivation level is at an all-time
high, as was brought out in the pre-interviews conducted. |
6. Education/Ability Level |
Interviews and observations, Biographical Data, Pretest, and Posttest: |
Education Level: The qualifications of the teachers range from
Baccalaureate degrees to Doctoral degrees. They all possess teacher
qualifications in the form of the Diploma in Teaching, or the Diploma in
Education, which is at the graduate level. Most individuals have a minimum of
10 years teaching experience. Ability Level. A simulated pre-test was given in the form of a mock
fill-out of an evaluation form. Arising out of the results from that
exercise, all participants are able to complete some sections of the form.
However, scoring was not consistent, thus indicating a need to equalize the
levels of responses. |
7. Learning Preference I – Attitude
Towards Organization |
Interviews and observations: |
Participants prefer to learn as a group. Within a group
setting, they share experiences and benefit from the synergy created by each
other's strengths/ competencies |
8. Learning Preferences
- General Group
Characteristics |
Interviews, and records from Human Resources Department: |
This group is quite homogenous, except for the balanced
gender mix (50% each). All group members are teachers at college level, and
they have a lot in common. Similarities include socio-economic class,
education level, ability level, and are members of the same recreational
(social) groupings. Their ages range form 28 to 56 years. |
Size (Group): |
There are 63 teachers on the staff with an equal
representation from the Faculties of Agriculture, Science, and Education.
They all participate in the assessment of Teaching Practicum. Training will
be done at the sub-group level with 6 manageable groupings of approximately
10 participants. |
|
Records from Directorate of Human Resources: |
Needs assessment activities reveal that there is an
equitable mix of educational disciplines represented. There is an ideal
gender mix of 50:50 between males and females. |
|
Pre-course activity involving a questionnaire |
By course facilitators. |
Table 1 Learner Analysis
Context analysis is important in instructional design since it is a means by which the designer can align instruction to available resources. The designer must be cognizant of the kinds of resources that are available for meaningful instruction to take place. For instance, he/she has to be aware of the classroom setting (learning site), the cost, nature, and availability of equipment and learning materials. The designer also has to be aware of potential support from key players as well as the general climate of the institutions in which learning will take place as well as where the end product will be demonstrated.
The designer must therefore conduct a context analysis. A distinction is made between the learning environment (where instruction is passed on) and the performance environment (where the newly acquired knowledge and skills are utilized). Table 2 below shows:
(a) an analysis of the context in which assessors of student teachers will learn how to use the JBTE assessment form
(b) an analysis of the context in which assessors practise the use of the form.
Information
Categories |
Data
Sources |
Performance
Site Characteristics |
1. Managerial/ Supervisory Support |
Interviews with Teaching Practice Coordinator, Heads of Departments |
Senior administrators support the assessors’ use of the form. Use of the form is a job requirement, therefore when assessors use it properly they are contributing to organizational efficiency. The administrators provide a Teaching Practice handbook, stationery and other materials. There is infrequent supervision of the assessor in the field. |
2. Physical aspects of site. |
Observation of 3 sites |
The performance site is a typical Jamaican primary school. This type of school caters to children between the ages of 6 and 12. The teacher-pupil ratio is 1:45. Resources such as books, computers, photocopiers, sports gears and other teaching/learning materials are made available to the regular teachers as well as to the teacher trainees. The trainees spend 12 weeks on Teaching Practice. It is in this setting that the assessors will use the JBTE form to assess the teacher trainees. |
Interviews with Principal and 2 Class Teachers |
The principal and teachers give direct support to the trainees and the assessors. Proper assessment of the trainees ensures that they will be certified thereby adding to the pool of trained teachers. |
|
3. Social aspects of site |
Observation |
Assessors, other than those who took part in the training program, use the form to assess Teaching Practice students. There is favorable interaction between trainees, school personnel and assessors. |
4. Relevance of skills to workplace |
Interviews with Teaching Practice coordinator, Dean, 2 Heads of Department |
The Joint Board of Teacher Education (JBTE) is the body that certifies teachers in Jamaica. When assessors use the assessment form correctly, the college is ensuring (a) adherence to JBTE standards (b) certification of its students as teachers (c) continuation of JBTE programs at the institution. |
|
|
|
Information
Categories |
Data
Sources |
Learning
Site Characteristics |
1. Number/ Nature of Site |
Site Visit |
There is 1 learning site – a large lecture theatre. Equipment consists of 4 overhead projectors, sound equipment, and video equipment including a camcorder. Screens are available to partition the room into smaller meeting areas. |
2. Site compatibility with instructional needs |
Interviews with instructors and managers |
Interviews revealed that instruction would take place in a workshop setting. The site is conducive to this type of activity. There are no constraints on time or use of equipment for the conduct of the workshop. |
3. Site compatibility with learner needs |
Site Visits Observation |
The learning site is located on the compound of the college where the learners (assessors) are domiciled. Learning materials and equipment are available. A ‘Help Desk’ (for operating video and other equipment) is at the site. |
4. Feasibility for simulating Workplace. |
Site visit Observation |
The learning site simulates the workplace: - (a) It is part of the college from which the assessors and the student teachers are drawn. A scenario can be enacted wherein students of the college and the assessors simulate assessment of trainees in a primary school class. (b) The instructors in the learning environment are the same persons who supervise the assessors in the performance environment. (c) Although the lecture theatre is large, it does have some characteristics of the typical classroom. |
Table 2 Context Analysis
The context analysis describes the environment experienced by the teaching practice supervisors who are expected to use the Joint Board of Teacher Education (JBTE) Assessment Form to evaluate student teachers on teaching Practice.
Bing, Joan L. & Flannelly, Susanne E. (1997). Dick and Carey Systems Approach for Instructional Design Applied To Intel Corporation. Retrieved from the World Wide Web. http://www.fcae.nova.edu/~flannell/Assign.html
Cifuentes, Laura (2000). Instructional Design Unit 3. Goal Analysis/Analyzing the Learning Task. Retrieved from the World Wide Web. http://citl.tamu.edu/course-template/edtc654/unit_3.html
Dick, Walter & Carey, Lou. (1996). The Systematic Design of Instruction (4th ed). New York: Longman.
Dick, Walter, Carey, Lou & Carey, James O. (2000). The Systematic Design of Instruction. New York: Longman.