nstructional design is a systematic process intended for solving knowledge and skill deficiencies. As such, it requires an evaluative component or process to determine if the instruction worked and to prescribe remedies for any inadequate design (Kirkpatrick 1994; Geis and Martin, 1992). This idea was developed by Dick and Carey (1996), who describe a systematic approach as a set of interrelated parts, all of which work together toward a defined goal. The products of the individual parts are interdependent, and the entire system uses feedback obtained through evaluation to determine if it has reached its goal. If the system has not reached its goal, then it can be modified accordingly. This is consistent with Richey (1986) who, in describing the underlying theoretical concepts of instructional design, defines it as a discipline that encompasses a broad range of activities that work together from planning t o creating procedures that ensure the continued operation of that instructional process. One of those critical steps is evaluation, which can be viewed as an attempt to obtain information on the effects and value of training (Moller and Mallin, 1996). The importance of evaluation can be argued from a pragmatic point of view. It
Performance Improvement – Wiley
Published: Jan 1, 1997
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