LEARNING SYSTEMS DESIGN MODEL

The Learning Systems Design model is a useful context for thinking about assessment. The model connects instructional planning, implementation and assessment for purposes of improving student learning. Briefly, the model outlines four stages in designing/redesigning instruction:

• Stage A is goal or objective    specification. During this stage,    faculty specify what they    expect students to learn in    their course.

• Stage B involves developing    instructional strategies for    accomplishing the goals (e.g.,    courses--assignments, exams,    etc.--specifically designed to    foster critical thinking).

• Stage C specifies how the    accomplishment of the goals in    Stage A will be assessed.

• Stage D is redesign. During    this stage, faculty determine    how the assessment    information gathered will be    used to improve instruction and    student learning. Course goals    and instrucational strategies    are re-examined and changed    based on the assessment    information gathered.

The model is helpful in thinking about the entire instructional enterprise – from setting course goals and objectives, to selecting instructional methods, to assessing student learning and accomplishment of the goals. Importantly, during the last phase of the model, we use assessment information to rethink the design and implementation of the course to improve student learning.

For example, in one Miami Plan foundation course, the department set the following goal (Stage A) for critical thinking: “In written work, students will be able to contextualize their analysis in relation to the larger ideas addressed in the course.” A variety of instructional strategies were used to provide students with practice developing this skill (Stage B), but the assessment results (Stage C) indicated that at the end of the course, students were not able to make contextualized arguments at levels faculty deemed appropriate. Thus, on the basis of this assessment information, faculty redesigned (Stage D) the way the course was taught by devoting more in-class time to practice assignments related to this goal.

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