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8.3 Instructional Systems Design 143
8.3.1.5 Evaluate
Evaluate is the fifth phase of the ADDIE instructional design process, with the
purpose to assess the quality of learning materials before and after implementation
and to evaluate the instructional design procedures used to generate the instruc-
tional products.
Evaluation of instructional design focuses on measuring the student’s ability to
perform her or his newly constructed knowledge and skills in an authentic work
environment.
The standard procedures and typical deliverable associated with the evaluation
phase are shown in the Table 8.7.

(1) Determine evaluation criteria.
The aim of this step is to identify perception, learning, and performance as the
three main levels of evaluation associated with the instructional design. The ADDIE
approach to instructional design in this book promotes three levels of evaluation.
Level 1 measures such things as the students’ perceptions of the course content,
resources used throughout the course, the comfort of the physical classroom
environment, or the ease of navigation in a virtual classroom environment and the
teacher’s facilitation style. Level 2 evaluation measures learning that the student’s
ability to perform the tasks indicated in each of the goals and objectives. Level 3
evaluation measures job performance that student’s knowledge and skill as they are
actually applied in an authentic work environment.
(2) Select evaluation tools.

There are a variety of measurement tools that are available to instructional
designers. Each measurement tool has the attributes that render its effective for
certain types of evaluation. A sample of evaluation tools includes but is not limited
to questionnaire, interview, Likert scale, open-ended questions, survey, examina-
tions, role-plays, observations, practice, simulations, authentic work tasks, perfor-
mance checklists, supervisor assessments, peer reviews, and observations.

8.3.2 Extended Reading

There are many other instructional design models from different perspectives, for
example, the 4C/ID model which is particularly well suited for planning instructional
systems in support of complex and ill-structured learning tasks. Tennyson’s model is

Table 8.7 Standard Standard procedures Typical deliverable
procedures for evaluate phase
(1) Determine evaluation criteria Evaluation plan
(2) Select evaluation tools Evaluation tools
(3) Conduct evaluations Evaluation outcome