The Comparison of DC model and ADDIE, ASSURE, and Backward Model.

By Frederick Lukas Tahapary

2017 Regular 17070835061

This is a review of about the comparison of Dick and Carey instructional design model
with ADDIE, ASSURE, and Backward instructional design model as the second task for the
Instructional Design class. DC model is one of procedural model that commonly used by the
teachers and instructional designer in Indonesia. DC model has the steps in designing the model,
they are identifying goals, conducting instructional analysis, identifying entry behaviors and
learner characteristics, writing performance objectives, developing criterion-referenced test items,
instructional strategy, formative evaluation, and summative evaluation. In identifying goals, the
designer identify what is the learners need to learn. In instructional analysis, the designer
determines the skills that the learners will need to learn what the designer plans to teach them. In
identifying entry behaviors and learner characteristic, the designer has to assess which skills the
students have out of those that the designer previously determine are needed for the lesson. In
writing performance objectives, the designer figures out specific goals and objectives for the
lesson. In developing criterion-referenced test items, the designer creates a test that will reflect
what the designer hoping to teach the students. In instructional strategy, the designer makes sure
the designer has what he needs ready for the lesson. In formative evaluation, the designer evaluates
how the lesson went. In summative evaluation, the designer revises what becomes the problem in
the lesson. (Dick, Carey, & O. Carey, 2015). DC model is systematic and the steps help the
designer in designing this model very easily. This model is widely used, especially in Indonesia.

Furthermore, we will see the comparison between DC model with ADDIE model. ADDIE
is an acronym for Analyze, Design, Develop, Implement, and Evaluate. ADDIE emphasizes on
the performance-based learning. In Analyze, the designer identifies the probable cause for
performance gap. In Design, the designer verifies the desired performance and appropriate testing
method. In Develop, the designer generates and validate the learning resources. In Implement, the
designer prepares the learning environment and engage the students. In Evaluate, the designer
assesses the quality of the instructional products and processes, both before and after
implementation. Each of these steps needs to be carried out prior to the next steps, since one step
is related to the next and prior steps. The assessment in ADDIE is conducted in the Implementation
and Evaluation steps (Branch, 2009). However, DC model seems to be a better model than ADDIE
because ADDIE’s detailed process could oppress the creativity of the designer/teacher.

The next model is ASSURE. ASSURE model is usually used for designing and developing
the learning environment for the learners. ASSURE is an acronym for Analyze learners, State
Objectives, Select methods, media and materials, Utilize media and materials, Require learner
participation, and Evaluate and revise. In analyze, the designer analyzes the general characteristics
of learners, their entry competencies, and learning styles. In state objectives, the designer prepare
about the concept of what the learners need to learn from the lesson by considering the Audience,
Behavior, Conditions, and Degree in stating the objectives (ABCD). In Select methods, media,
and materials, the designer decides appropriate methods for the lesson, selects suitable format,
looks for materials, modifies the materials, and designs the new materials. In utilize media and
materials, the designer previews and prepares the media and materials, prepares the environment,
prepares the learners, provide the learning experience. In Require Learner participation, the
designer prepares the participation about the active mental engagement, ensures the learners to
practice, and also provides feedback. In Evaluate and revise, the designer evaluates the
effectiveness of the lesson, assess learners’ progress, and revise the problem found in the
application. ASSURE model seems equal with the DC model since it has about the same system
as DC model, and the designer could revise each of the steps after seeing the problem found in the
implementation.

And the last model is Backward model. Backward design is intended to design an
educational curriculum by defining goals before selecting instructional methods and assessment
that normally come first in other models. Backward design has 3 main steps, there are Outcomes,
Assessment, and Instruction. Because the goals are stated in the early step of designing, the
designer determines the desired result, acceptable evidence of the results, and plans the learning
experiences and also instruction of the lesson (Wiggins & McTighe, 1998). If we compare this
design with the DC model, Backward model could help the designer in creating the ID easier that
by conducting it with DC model. Therefore, lack of detailed steps may perplexing in the
implementation process.
References

Branch, R. (2009). Instructional Design: The ADDIE Approach. New York: Springer.

Dick, W., Carey, L., & O. Carey, J. (2015). The Systematic Design of Instruction. Florida:
University of South Florida.

Wiggins, G., & McTighe, J. (1998). Understanding by Design.