Click on each image to explore the steps of the Dick & Carey model and learn more about how each phase contributes to effective instructional design.
Step-by-step:
Dick and Carey Model
Objectives
Clear, measurable performance objectives are written based on the analysis. Each objective specifies what learners will do, under what conditions, and how well. These objectives guide both instruction and assessment.
Assessment Design
Assessments are developed to directly measure the performance objectives. These may include tests, performance tasks, or rubrics. The focus is on ensuring alignment between what is taught and what is evaluated.
Summative Evaluation
The final phase evaluates the overall effectiveness of the instruction. It examines whether the instructional goals were achieved and the impact on learners or organizations. Results inform future decisions and improvements.
Logistics
Practical aspects of delivering instruction are planned. This includes selecting delivery methods, organizing lessons, and determining resources and groupings. The goal is to ensure the instruction is feasible and well-structured.
Task Analysis & Learner Analysis
Task Analysis The instructional goal is broken down into smaller, manageable skills and steps. Designers identify the knowledge, skills, and attitudes required to achieve the goal. This ensures nothing essential is overlooked. Learner Analysis This phase examines who the learners are and the contexts in which learning and performance will occur. It considers prior knowledge, motivation, and environmental factors. The goal is to ensure instruction is relevant and appropriate.
Strategy Design
This phase outlines how instruction will be delivered. It includes decisions about content presentation, practice activities, feedback, and sequencing. Learning theories and research guide these choices.
Goal Identification
This phase defines the performance problem and determines whether instruction is the appropriate solution. The goal is to clearly state what learners should be able to do after instruction. It sets the direction for all design decisions that follow.
Material Development
Instructional materials are created or selected based on the strategy. These may include slides, videos, guides, or interactive activities. All materials are designed to support the defined objectives.
Formative Testing
Instruction is tested with real learners during development. Feedback is collected through one-on-one sessions, small groups, or field trials. This helps identify issues before full implementation.
Revision
Instruction is improved based on data gathered during formative evaluation. Designers refine materials, strategies, and assessments. This ensures the instruction becomes more effective and aligned.
Dick and Carey Model
Caroline Beatty
Created on April 27, 2026
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Transcript
Click on each image to explore the steps of the Dick & Carey model and learn more about how each phase contributes to effective instructional design.
Step-by-step:
Dick and Carey Model
Objectives
Clear, measurable performance objectives are written based on the analysis. Each objective specifies what learners will do, under what conditions, and how well. These objectives guide both instruction and assessment.
Assessment Design
Assessments are developed to directly measure the performance objectives. These may include tests, performance tasks, or rubrics. The focus is on ensuring alignment between what is taught and what is evaluated.
Summative Evaluation
The final phase evaluates the overall effectiveness of the instruction. It examines whether the instructional goals were achieved and the impact on learners or organizations. Results inform future decisions and improvements.
Logistics
Practical aspects of delivering instruction are planned. This includes selecting delivery methods, organizing lessons, and determining resources and groupings. The goal is to ensure the instruction is feasible and well-structured.
Task Analysis & Learner Analysis
Task Analysis The instructional goal is broken down into smaller, manageable skills and steps. Designers identify the knowledge, skills, and attitudes required to achieve the goal. This ensures nothing essential is overlooked. Learner Analysis This phase examines who the learners are and the contexts in which learning and performance will occur. It considers prior knowledge, motivation, and environmental factors. The goal is to ensure instruction is relevant and appropriate.
Strategy Design
This phase outlines how instruction will be delivered. It includes decisions about content presentation, practice activities, feedback, and sequencing. Learning theories and research guide these choices.
Goal Identification
This phase defines the performance problem and determines whether instruction is the appropriate solution. The goal is to clearly state what learners should be able to do after instruction. It sets the direction for all design decisions that follow.
Material Development
Instructional materials are created or selected based on the strategy. These may include slides, videos, guides, or interactive activities. All materials are designed to support the defined objectives.
Formative Testing
Instruction is tested with real learners during development. Feedback is collected through one-on-one sessions, small groups, or field trials. This helps identify issues before full implementation.
Revision
Instruction is improved based on data gathered during formative evaluation. Designers refine materials, strategies, and assessments. This ensures the instruction becomes more effective and aligned.