Instructional Design and Needs Assessment in Mathematics

Introduction to Instructional Design

Instructional design can be defined as a purposeful activity in which reflection on design decisions plays a significant role (Shambaugh, 2000). There are various models of instructional design used in education, of which the ADDIE model is among the most widely recognized. The ADDIE model is a straightforward framework used for designing instruction and can be applied across numerous settings because of its systematic and generic nature (Peterson, 2003). Almost all instructional design models share five core areas: analysis, design, development, implementation, and evaluation (JHPIEGO's Instructional Design Process).

The ADDIE Model: Five Phases Overview

In the design phase, the instructor or designer draws on data gathered during the analysis phase. An important characteristic of the design phase is assessment: designers determine how aims and objectives will be evaluated and what types of assessment will be considered before moving to implementation.

In the third phase — development — instructors refer to the results of the previous two phases and produce an instructional product. This is essentially a production mode in which instructors determine whether students can learn effectively from the product and whether it can be improved before implementation.

During the implementation phase, instructors play an active role and must continue to assess, redesign, and refine the product, making modifications as necessary. Finally, the evaluation phase involves determining whether the goals have been achieved, assessing the impact of the product, and identifying changes that may be needed in the future (Peterson, 2003).

Needs Assessment in Instructional Design

In the analysis phase, the designer's primary focus is the target audience. The most commonly used technique at this stage is the needs assessment, which is conducted to understand what the audience requires. This involves distinguishing between what students already know and what they need to know by the end of the course. During the needs assessment process, designers or instructors seek to identify the standards and competencies necessary to establish a baseline and determine what students should achieve upon course completion. If the course has been taught previously, data from earlier evaluations may also be available (Peterson, 2003).

The results of a needs assessment typically include a statement of the difficulties involved and the most viable solutions to those problems. The process of instructional content analysis then provides a defined body of knowledge to be taught, skills to be learned, and attitudes to be developed (JHPIEGO's Instructional Design Process).

To assess and analyze needs, a team conducts one or more needs assessments, which may include training sector analyses as well as institutional and facility analyses. An assessment of the knowledge and skills of participants is usually included. The instructional designer may or may not be directly involved in performing these needs assessments, but will use the resulting data as a foundation for the design process. At the outset of the course, the designer is responsible for ensuring that time is built into the course schedule for participant assessment.

The next step, assuming that needs assessment data reveals a gap between current performance and desired performance, is to assess instructional content and identify the need for a training intervention (JHPIEGO's Instructional Design Process). With the growth of the internet, many courses are now readily accessible and can serve as useful frameworks for teachers who are developing or teaching a course for the first time (Peterson, 2003).