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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

BLOCK III.5: VALIDATE INSTRUCTION

Introduction

The heart of the development phase is validating the instruction until the students who use it as planned meet the learning objectives. The validation process is probably the most powerful procedure in the entire developmental effort.

If the learning materials selected in Block III.3 and those developed in Block III.4 have been produced efficiently, they will have the minimum possible elaboration. The instruction should be "lean." When this material is tried on students for the first time, it should reveal some short-comings.

Students ordinarily will find errors in the directions or will fail to understand or be able to meet many of the requirements. These inadequacies can be corrected through the process of revision. If on the other hand, tryout reveals only a few errors and difficulties, and students seem to grasp everything quickly, it will be extremely difficult to discover if the instruction has been overdone.

Selected members of the target population usually go through the materials individually at first and revisions are made on the basis of those trials. Following the initial revision based on individual student data, the number of students is increased in order to detect more possible errors. Finally, when the materials are thought to be complete, they are tested on enough students so that their effectiveness can be demonstrated at an acceptable level of confidence.

As the materials get better, fewer and fewer students will have difficulties, and more and more students will work through them to an

continued...

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