Model Status Report: Model Evaluation

Systematic
The proposed instructional system development model is systematic. It includes all the major components of a system model and it follows a logical order. The model begins with analysis of the needs; this is followed by the design and development of the instruction. The completion of the development of the instruction is followed by pilot testing and formative evaluation. At this point, revision is made to the design. The utilization of the model then occurs; this is followed by summative evaluation and further revision of the model. The process is iterative. Revisions are constantly occurring and these can occur at any stage of the model.

Systemic
Each component of the model is affected by the other components. For example, the data gathered at stage one is critical to the design and development of the instruction. Additionally, the results of the evaluation will be used to revise the components of the model.

Type of Orientation
This model is prescriptive in nature although there are elements of description. Generally, the model explains what can be done to improve the performance of the newly trained teachers and solve the problem of their inadequate performance. It suggests that the coaching of the newly trained teachers by master teachers will enhance their performance.

Type of Knowledge
The model utilizes procedural knowledge. The Model suggests how the identified goals and objectives can be achieved.

Required Expertise
This model is intended for experienced instructional designers since it is based on heuristic knowledge therefore the designer will have to rely on previous experience in utilizing this model.

Instructional Context
K -12 educational systems

Level of instructional design
Interpersonal: The interaction will be on a face to face basis.

Level of Implementation
Institutional level - The focus of the program is the professional development of potential master teachers in all primary schools.