Dick and Carey Model

Presentation by Hee-Sun Lee & Soo-Young Lee

This model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation. This model is applicable as shown below. (See bold faces)

Expertise Level






Knowledge Structure



Purpose & Uses

Small Scale (Unit, Module, Lesson)

Large Scale (Course, Intruction)

Theoretical Basis

Learning Theory

Analysis Functions


K-12 / Higher Education

Business / Government

(Flow chart and table from Sherri Braxton's site on Instructional Design Models)

Stage 1. Instructional Goals

Stage 2. Instructional Analysis

Stage 3. Entry Behaviors and Learner Characteristics

Stage 4. Performance Objectives

Stage 5. Criterion-Referenced Test Items

Stage 6. Instructional Strategy

Stage 7. Instructional Meterials

Stage 8. Formative Evaluation

Stage 9. Summative Evaluation


* 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.

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