Topic 4

anning, Selecting, Producti

nd Evaluation Of Instruction
Media
Week 4

4.1 Introduction
Before starting a lesson, the teacher has to
plan, select, develop and evaluate
instructional media. If teachers do not plan
systematically and completely, the teaching
objectives might not be achieved.
In this regard, it is very important to master
the Model ASSURE knowledge of
instructional design.
The ASSURE Model is a classroom-oriented
design model which can be used by the
teacher to plan, produce and evaluate
instructional media.

4.2 The ASSURE Model

A

Analyse learner

State the objective

Select methods, media and materials

Utilise media and materials

Require Learner Participation

Evaluate and Revise

A - Analyse learner

General
Characteristics
Competency
precondition
Learning styles

S - State the
objective

ABCD concept
Classify Objectives
Objectives and
differences

S - Select methods, media

and materials
Determine the
appropriate method
for the learning task
Choose the right
media for the
method selected
Choose the specified
media
Modify the media
Design the media

U - Utilise media and

materials
Preview the material
Prepare the
materials
Set up the
environment
Prepare the students
Provide learning
experiences

R - Require Learner
Participation
(Encourage student
participation)
Involve students in
learning activities
such as drills,
discussions, quizzes,
projects and so on.
Reinforcement is
given after receiving
responses from the
students.

U - Utilise media and

materials
Preview the material
Prepare the
materials
Set up the
environment
Prepare the students
Provide learning
experiences

E - Evaluate and
Revise
Aspects of student
achievement
Learning outcomes
Evaluate media and
methods
Media Quality
Teachers usage
Students usage

4.2.1 Analyse Learner

Media to be used in teaching and learning should be
suitable for the students for it to be efficient and
effective. No doubt to identify the needs of each
student is difficult, however, students can be
analysed based on several criteria such as:

2.1.1 General Characteristics

Knowing the general characteristics of students can

help teachers to plan, select, develop and evaluate
media more effectively.
The general characteristics include age, year/ level,
class, flow, gender, background socio-economic
status, culture, interests and attitudes etc.
Teachers can find out the general characteristics
through interaction with students, observation or

For Example:
If a teacher has identified that only a few
students are interested in a subject, action
can be taken by the teacher to stimulate
learning through kinesthetic activities such
as simulations, role playing and acting. Video
presentation or electronic presentation can
also be used as a stimulus for group
discussion activities.

2.1.2 Prerequisite Competency

Prerequisite competency is related to the
students experience and knowledge.
Teachers can identify existing knowledge or
experience of students through pretest done for a
topic before the lesson begins, through question
and answer sessions or by interacting with the
students.
After analyzing the students capability, the
teacher can easily identify the appropriate media
and methods to be used so that students can
receive messages more effectively and clearly.

For Example:
The teacher assumes students have
understood the concept added in math when
there are students who have yet to
understand the concept, they would fail to
capture the topic if teachers continue to
teach without identifying students' prior
knowledge. Clearly, the teacher must be
sensitive to the existing each student
competencies.

4.2.1.3 Learning Style

Dunn and Dunn (1992) has introduced a standard
instrument to measure learning styles and
preferred learning environments of students.
Learning style refers to the psychological traits
and style that explains how individuals perceive,
interact, and react emotionally to the learning
environment.
Individual learning styles influence the way
individuals process information, and form
Each
student
has his own
learning
style and are
students
perceptions
and
behavior.
different from each other. Some students prefer to
learn on their own, some like to discuss with friends
or in a group, some like to learn in a quiet and calm,
some like to learn in well light area, some like to
learn with the accompaniment of music, some like
to learn by observation and research and so forth.

Teachers plan lessons and examine learning styles

with appropriate media to make the learning
process more effective and efficient.
For Example:
Auditory learning style is more suitable for students
prefer verbal commands or reading aloud.

.2.2 State the Objective

Once able to analyze the students, teachers can
focus on the learning objectives. The objective
refers to the learning outcomes of what students
have achieved after learning a topic.
Therefore, the objective should be stated clearly and
specifically because the statement of objectives
helps teachers:
i. select media and delivery methods that are
appropriate
ii. provide positive learning environment
iii. evaluate learning achievement
Good objective statements are clearly formulated
takes into account the "ABCD" concept :
i. Audience (target group students)
ii. Behavior (behavior that can be seen as a result

.2.1 Audience (target group - students)

Intended target group is students. The process of
learning will occur when students are actively
involved in learning activities.
For example:
At the end of the lesson, teaching and learning can
be .....

2.2 Behavior (behavior can be seen as a result

students)
Behavior described in the objective must be a
visible and measurable achievements

measure

draw

labeling

match

explain

read

indicate

compile

identify

classify

choose

generate

assess

estimate

propose

build

name

sketch

elaborate predict

For example:
mark and name after looking at the map given by
the teacher

.3 Conditions (Conditions to be fulfilled in ord

achieve the desired behavio
Conditions to be met could help teachers prepare
appropriate media, the teaching and learning steps
and the learning environment.
For example:
mark and name after looking at the map given
by the teacher

.2.4 Degree (Minimum level of behavioral

achievement)
Minimum level of behavioral achievement refers to
the quality or quantity of behavior or the stipulated
time period.. The ensurement of such level allows
teachers to follow up especially those students who
have yet to achieve the learning objective. This
means that teachers can carry out remedial work for
students who have not mastered the learning
objective and carry out enrichment activities and
reinforcement for students who have mastered
learning
objective.
For example:
marked and named twelve of the fourteen
states accurately and correctly.

Examples of writing overall objectives by component

ABCD:
At the end of teaching and learning, students can:
- Label name on the tourist map of Malaysia
for at least
12 of the 14 places with the right
and proper.
- Explain at least 3 of the 5 effects of air
pollution
after
Objectives
should be focused on the skills or the
reading
the
newspaper
quotations
ability
to think,
and
the students
attitudes, given.
feelings,
and physical and interpersonal skills.

3 Choosing the appropriate technology,

methods, media, and resources
When teachers have identified the ability of the
students and are clear about what they should
obtain from the learning process, the teacher
should be ready to make a selection.
The steps in the selection of technology, methods,
media and materials appropriate resources are:
i. determine the appropriate type of technology
to be used
ii. select appropriate methods for teaching and
learning
iii. choose appropriate forms of media for the
method chosen
iv. select, modify and design the selected media

.1 Determining the appropriate type of techn

to be used
The choice of technology should be based on
student characteristics and learning styles of
students. At the same time, teachers need to think
about the accessibility of the material / of resources
to be used. A criteria to be considered is flexible
technology based on the activity to be undertaken.
It is fitting that for computer technology to be
applied to the project activity, presentation, and
simulation.

3.2 Selecting appropriate methods for teachin

and learning
Teachers must think and plan teaching methods that
they feel can be achieved and in accordance with
the learning task. Such methods may include
simulation, play, field studies, plays, drills and so on.
Determination of the method should be based on
the learning objectives to be achieved.
For example:
To draw the focus of students at the beginning of the
lesson can be done by the simulation method,
followed by demonstrations, practical exercises and
drills to deliver information to students who have
not mastered a skill.

.3 Choosing the right form of media for the m

chosen
Media selection focuses on the appropriateness to
the existing curriculum, language that is clear and
accurate, timely and accurate information, spark
student curiosity, technical aspects of good quality
and a complete guide.
Such media include photographs, slides, maps,
drawings, transparency, and three-dimensional
materials such as puppet, shadow puppets,
marionettes, aquarium, video clips, audio,
multimedia presentation packages and others

Teaching and learning resource materials refers to

their subject matter that is the focus of learning.
The resource can be in the form of quotes, text,
articles and so on.
Resource selection can be based on three criteria:
i. use of available resources
ii. modification of existing resources
iii. designing of new resources

4 Selecting, modifying and designing selected

Selecting media refers to the selection of resources
that can help achieve the required objectives.
Selection of available resources should follow
several criteria such as:
i. Fulfill the curriculum
ii. Information is accurate, reliable and timely
iii. Language is clear and easy to understand
iv. Interests and motivates students
v. Encourage students involvement
vi. Having quality
vii. There is evidence of the effectiveness of use
viii. Free from bias
ix. Having a guidebook or user manual

To modify the media there are some things to think

about include the objectives, student, cost, technical
expertise, equipment, facilities and time.
Teachers can also create their own form of
materials. Media are not only made up of
photographs, computer software, videotapes, audio
but also includes hardware such as computers,
printers, scanners, televisions and others.

4 Using technology, media and teaching

learning materials
The process of using media and materials in
teaching is most important because even if the
media and the material used is interesting, but
does not achieve the of teaching and learning
objectives, then the teaching and learning process
has failed.
There are five steps that need to be considered to
ensure that the media is optimally used:
i. Preview material before being used in the
classroom
ii. Provide equipment and make sure it works and
know how to
use it.

.5 Encourage student participation

Teacher must engage students with a variety of
activities including drills, discussion, group work and
so on.
Teachers should provide opportunities for students
to participate in the planned activities.
Reinforcement activities should be given to the
student immediately after the students give the
correct response.

6 Evaluate and review the effectiveness

teaching and learning
The final stage in the ASSURE model is to evaluate
and review the plan, emphasizing on the
assessment of learning and teaching process.
Evaluation involves the following aspects:
i. evaluating student achievement based on
student performance (set objectives specified),
the performance in terms of students skills and
attitudes.
ii.
evaluate media and methods
iii. usage by teachers and
iv. usage by students.

Evaluation occurs throughout the teaching and

learning process before, during and after (via
practice reflection).
This is to ensure the selection of objectives, media
and resources are appropriate to student ability.
Evaluation during the teaching process can be done
through observation of students' learning behavior.
Teachers can modify or take other alternative
techniques problems arises.

Evaluation if teaching will result in ideas for making

improvements.
Teachers will be able to plan more effectively as a
result of making reflections and student feedback.
Besides that, teachers can correct the teaching
steps, the selection of objectives selection of
media in subsequent planning.