DICK AND

CAREY MODEL

PREPARED BY,
NUR INANI BINTI HASIM
(MPP171129)
INTRODUCTION
Dr. Walter Dick
• PhD from Penn State in Educational Psychology
• Studied with Robert Gagne
• Emeritus Professor from Florida State University

Dr. Lou Carey

• PhD from Florida State University
• Studied with Robert Gagne and Walter Dick
• Arizona State University
BACKGROUND
OF THE MODEL
 The Dick and Carey Model is
an instructional system design
(ISD) model taking a systems
approach and based on the
research of Walter Dick of Florida
State University and Lou and James
Carey of the University of South
Florida.
Stage 1. Instructional
Goals
Stage 6. Instructional
Stage 2. Instructional Strategy
Analysis
Stage 7. Instructional
Stage 3. Entry Behaviors Meterials
and Learner
Characteristics
Stage 8. Formative
Stage 4. Performance Evaluation
Objectives
Stage 9. Summative
Stage 5. Criterion- Evaluation
Referenced Test Items
 EXPLANATION
(EXAMPLE) OF MODEL
STEP 1 : INSTRUCTIONAL GOALS
• Instructional Goal: Desirable state of affairs by instruction
• Needs Analysis : Analysis of a discrepancy between an
instructional goal and the present state of affairs or a personal
perception of needs
STEP 2 : INSTRUCTIONAL ANALYSIS
• Purpose : To determine the skills involved in reaching a goal
• Task Analysis (procedural analysis) : about the product of which
would be a list of steps and the skills used at each step in the
procedure
• Information-Processing Analysis : about the mental operations
used by a person who has learned a complex skills
• Learning-Task Analysis : about the objectives of instruction that
involve intellectual skills
STEP 3 : ENTRY BEHAVIOURS AND LEARNER
CHARACTERISTICS
• Purpose : To determine which of the required enabling skills the learners
bring to the learning task
• Intellectual skills
• Abilities such as verbal comprehension and spatial orientation
• Traits of personality

STEP 4 : PERFORMANCE OBJECTIVES

• Purpose : To translate the needs and goals into specific and detailed
objectives
• Functions :
• Determining whether the instruction related to its goals.
• Focusing the lesson planning upon appropriate conditions of learning
• Guiding the development of measures of learner performance
• Assisting learners in their study efforts
STEP 5 : CRITERION-REFERENCED TEST ITEMS
• To diagnose an individual possessions of the necessary prerequisites for learning
new skills
• To check the results of student learning during the process of a lesson
• To provide document of students progress for parents or administrators
• Useful in evaluating the instructional system itself (Formative/ Summative
evaluation)
• Early determination of performance measures before development of lesson plan
STEP
and 6 : INSTRUCTIONAL
instructional materials STRATEGY
• Purpose : To outline how instructional activities will relate to the accomplishment
of the objectives
• The best lesson design : Demonstrating knowledge about the learners, tasks
reflected in the objectives, and effectiveness of teaching strategies    
• EXAMPLE :
• Choice of delivering system.
• Teacher-led, Group-paced vs. Learner-centered
• Learner-paced
STEP 7 : INSTRUCTIONAL MATERIALS
• Purpose : To select printed or other media intended to convey events
of instruction.
• Use of existing materials when it is possible
• Need for development of new materials, otherwise
• Role of teacher : It depends on the choice of delivery system

STEP 8 : FORMATIVE EVALUATION

• Purpose : To provide data for revising and improving instructional
materials
• To revise the instruction so as to make it as effective as possible for
larger number of students
• One on One : One evaluator sitting with one learner to interview
• Small Group
• Field Trial
STEP 9 : SUMMATIVE
EVALUATION
• Purpose : To study the effectiveness of
system as a whole
• Conducted after the system has passed
through its formative stage
• Small scale/ Large Scale
• Short period/ Long period
MODEL DIAGRAM
 E-Learning Content

1. Instructional Goal • Vision of learning

• Objectives learning that students get knowledge
to understand and implement.
• Step of learning: make syllabus, SAP, lesson
contract, GBPP, media, tools

2. Instructional Analysis • Tools to reach objectives learning: forum, discuss,

student exercise.
• Example based on theory and practice.
• Define evaluation method.

3. Entry Behaviour and • Using Information Technology (IT) is not just help
Characteristics tools.
• Change learning style.
• IT needs.
• Challenge IT: Human Resources
• How to fill IT
• IT implementation
• Self motivation
4. Write Performance • Success of learning : achieved objectives learning
Objectives
5. Criterion-referenced items • Lecturer evaluation: questioner
• Discuss about case or test

6. Instructional Strategy • Learning method: discuss, textbook.

• Change from manual basis to IT
• Motivated.

7. Instructional Material • Technology infrastructures: internet

8. Formative Evaluation • Student evaluation: middle test, final test, Quiz,

9. Summative Evaluation • Learning process evaluation and the importance

of it for implementation
WEAKNESSES
 Does not
Time-
account for
consuming
variables
the teacher will have a new
A lot of thought and work group of students next year
must go into this design who bring in different
process preconceived notions and
prior knowledge
STRENGTHS
 Goal-
Flexibility oriented
By starting with a goal in mind,
the other components of the
model interconnect with each
other
can be used in various takes the learners and their
subject areas in prior knowledge and
schools preconceived notions into
consideration
the learners' entry behaviors
affect the decision making in
the design process
 LESSON PLAN EXAMPLE

LETS WATCH A RECAP

REFERENCE
• Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third
Edition, Harper Collins
• Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991),
Instructional Design: Principles and Applications, Second Edition,
Educational Technology Publications, Englewood Cliffs, NJ
• Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual
Framework for Comparing Instructional Design Models, Educational
Research and Technology, 42(2), pp. 55-72.
• Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of
Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc.