Effective assessment should be supported by a grading and reporting system and the completed instructional design resource would include the quiz items and criteria marking sheets. The results of the assessment should also be included in the design resources, so the answers to the quiz would also be provided in the instructional resource. Appendix 2 contains an assessment matrix that shows the relationship between the learning goals and assessment items. The sequencing of instructional events ensures that prerequisite information and skills needed for a particular topic have been learned previously and therefore in what order target objectives need to achieved p. By using learning hierarchies, working backwards from learning objectives, the sequence of skills to be learned can be analysed . Regardless of the skills and actual content being covered, there are a series of instructional events that will generally be followed. These events are external to the learner, but are designed to support the internal process of learning (Gagné cited in Gagné, Briggs, & Wager, 1988, p. 181). At the start of each session the learner needs to be prepared by gaining their attention, recalling previous knowledge where possible and bringing focus to the learning task . The purpose of both the course and each individual lesson also need to be established, and how these fit together inform the learners about the importance and relevance of what is being taught . The body of each lesson furthers recall of prior knowledge into working memory and allows the presentation of new information and examples. Two prominent sequences that can be used for new material are expository and discovery; where information and processes are given to the
Effective assessment should be supported by a grading and reporting system and the completed instructional design resource would include the quiz items and criteria marking sheets. The results of the assessment should also be included in the design resources, so the answers to the quiz would also be provided in the instructional resource. Appendix 2 contains an assessment matrix that shows the relationship between the learning goals and assessment items. The sequencing of instructional events ensures that prerequisite information and skills needed for a particular topic have been learned previously and therefore in what order target objectives need to achieved p. By using learning hierarchies, working backwards from learning objectives, the sequence of skills to be learned can be analysed . Regardless of the skills and actual content being covered, there are a series of instructional events that will generally be followed. These events are external to the learner, but are designed to support the internal process of learning (Gagné cited in Gagné, Briggs, & Wager, 1988, p. 181). At the start of each session the learner needs to be prepared by gaining their attention, recalling previous knowledge where possible and bringing focus to the learning task . The purpose of both the course and each individual lesson also need to be established, and how these fit together inform the learners about the importance and relevance of what is being taught . The body of each lesson furthers recall of prior knowledge into working memory and allows the presentation of new information and examples. Two prominent sequences that can be used for new material are expository and discovery; where information and processes are given to the
assignment-1-planning-a-design-strategy.docx