Assessing student learning needs in instructional design

¶ … instructional systematic design system for classroom use is to assess the needs of the individual students. This is a vital part of the process of implementing such a system. In order to transfer knowledge or skills to the students, the teacher must first determine what the students already know, have a clear vision of the goal or instruction for the students, and be aware of any other factors that may affect student learning ("Assess Instructional Needs," 2001).

The teacher's first task is to establish what the students already know about a given topic. What prior knowledge have the students brought with them into the classroom? Where has that knowledge been attained? In a well articulated curriculum as some schools and states mandate, the teacher should know what students have been previously taught. The list of skills taught to students should be apparent in the school's course of study. However, to assume that students really did master all skills that they were taught is remarkably short-sighted. Each group of learners is different from a previous group just as each student is different from other students. Consequently, the teacher has to find a way of determining what skills the students have brought with them into the classroom ("Techniques of Analysis," 2000). There are a variety of techniques available for this purpose including traditional methods such as quizzes and tests or written responses which require students to document what they know. Other ways of gathering information are by observing students as they are engaged in certain tasks, promoting classroom discussion or playing a game that might reveal what students know.

The other task of needs assessment rests on the shoulders of the teacher. The teacher needs to have a clear vision of what needs to be taught. Perhaps, the information that needs to be conveyed is a particular skill or perhaps it is a higher level cognitive task. Regardless, the teacher must understand clearly his or her objective in order to understand how to take students from their current level to the needed level ("Assess Instructional Needs," 2001). This is where a clear framework of educational objectives is necessary for a school and particular discipline. No teacher really works alone; all teachers must rely on the fact that student achievement is attained through a careful understanding of where students need to be.

The teacher's other task is to determine what other factors might impact student learning ("Assess Instructional Needs," 2001). What other needs of the students must be met in order for the student to master a new skill or concept? This could be an obvious consideration such as do all students speak English as their primary language. If not, modifications may have to be made from the beginning of the process. Other factors that need to be consider such as the socio-economic factors of the community or individual students overlap with the learner analysis portion of creating an instructional design system. Other stresses from family life, peers, and environment frequently affect a student's ability to gain new knowledge or retain previous knowledge. Contact with parents and knowledge of the students through discussions with counselors or team teachers may help the teacher assess the needs of certain students.