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Instructional Design Activity: Needs Analysis

 

Overall Instructor Rating: Satisfactory

Ratings explanation:

  • Exemplary - A model answer in almost every way (this is given out very rarely).
  • Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
  • Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
  • Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.

Instructor's Overall Feedback:

You have a great start to this process. There are just a few issues that need to be addressed. 1b. Context - you could be more specific with the context of this course by providing information on the school, school system etc... Read Lloyd's example and try to parallel his a little better. Although you mentioned the skills to be taught, you do not mention any delivery platforms: text books, PowerPoint presentations, simulations, etc... 2. Symptoms - "They are not finding the importance in tracking spending as it happens. They let the spending accumulate and then it is too late." The wording here is slightly awkward - I understand what you are saying, but it could be stated more clearly. How about "they do not understand the importance of..." or "the amount they spend exceeds the amount they have in their accounts..." 4a. It is not necessary to survey adults about how important they 'think' it is to know how to balance a checkbook. If they say it is not important, will you do away with the course? Maybe ask adults who work in banks if, from their experience, they believe that their young customers have difficulty managing their checking accounts or that young customers are not properly educated on check book management. I found a few spelling/grammar issues (or maybe typos) Consider typing your IDAs in a word processor (MS Word) and then copying and pasting each field in the appropriate box in the IDA. Generally, you have a good understanding of the Needs Assessment process. There are just a few places where you need to reevaluate your work. Please let me know if you have any questions with my feedback. Lindsay

 

1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.

a. List the context, also known as the "system of interest".

Your final response:

High School Banking Class

b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

Your final response:

The high school banking class is offered within the Career and Technical Education courses at the high school level. The course offers many valuable skills such as how to balance a check book, how to calculate interest on a credit card, and information about loans.

The instructor's feedback to step 1:

No specific feedback given on this step.

2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.

Your final response:

Students in the Banking class continue to "bounce" their mock checking accounts. They have to "pay" overdraft fees on average of once per week. They are not finding the importance in tracking spending as it happens. They let the spending accumulate and then it is too late.

Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

Your final response:

The proper use of a check book is a life skill. If students are not able to keep up with and track their checkbook in class they are likely to continue to bounce checks and find themselves in debt once they are dealing with "real" money.

The instructor's feedback to step 2:

No specific feedback given on this step.

3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

Your final response:

The banking class is not adequately explaining the importance of balancing a checkbook and how to do it correctly.

The instructor's feedback to step 3:

No specific feedback given on this step.

4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

 

Data sources (who, what)

Information gathered

What did you find? (Needs)*

Example: Interview participants in course; administer class survey; administer test of understanding.

Example: Participant opinions on IDAs and course; Participant score on test.

Example: Participants believe there is too much jargon (felt need); Participants don't understand ID vocabulary as compared to other classes (comparative need); Participants don't score above national average (comparative need); Participants don't/couldn't see the relation between their work and the ID process)

Your final response:

survey students who are not balancing their checkbooks regularly Survey adults in the working world as to how important they feel balancing a checkbook is. Administer a test to check for understanding on how to balance a checkbook

Your final response:

Students opinions of how important they feel balancing a check book. Student test scores to check for understanding. Adult opinions of how important they feel balancing a checkbook is.

Your final response:

Students need to know why balancing a checkbook is relevant attheir age (felt need) students need to know that once a check is written the money is spent (felt need) students are bouncing more checks in comparison to the number of bounced checks by adults (comparative need) Students need to know how checking accounts and the banking systems work(normative need)

*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.

The instructor's feedback to step 4:

No specific feedback given on this step.

5. Prioritize your list of needs.Which are most important? Why are they most important?

Prioritized needs

Reasons/evidence for priority

Your final response:

1)Students need to know why balancing a checkbook is relevant attheir age (felt need) 2)Students need to know how checking accounts and the banking systems work(normative need) 3)students need to know that once a check is written the money is spent (felt need) 4)students are bouncing more checks in comparison to the number of bounced checks by adults (comparative need)

Your final response:

I feel the most important thing is to help students see the value of in class learning to the real world. I selected studnets connecting the in class check book to their actual checkbook as my top priority because it is essential they learn this process with "fake" money instead of finding themselves in debt with real money because they were unaware and uneducated on this process. second students need to understand how a banking system works inorder to make a connecton to 3&4 third delay in spending. It is important and essential that students understand that once they have written the check the money is gone. They cannot hope that the electric company does not cash their check for a week and in return go purchase a shirt thinking they will replace the money before the checks are cashed.

The instructor's feedback to step 5:

No specific feedback given on this step.

6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

Rewrite the problem statement here:

Your final response:

The banking class is not adequately explaining the importance of learning how to and why one should balance a check book.

The instructor's feedback to step 6:

No specific feedback given on this step.

7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.

 

Instructional goals by priority

Reasons for importance

Your final response:

Students enrolled in the Banking class will be able to balance a check book with no errors and no overdraft. Students enrolled in the Banking class will understand and demonstrate the importance of timely tracking in a checkbook.

 

Your final response:

1) When balancing a checkbook it is important to be error free. it is important not to overdraw your acccount (spend more money than you have) because it actually ends up costing you more money. (in school it equals a detention) 2) Choosing not to record and track transactions when they occur can cause overdraft. Also, recording transactions as they occur can help to track errors from the bank or even fraud.

The instructor's feedback to step 7:

No specific feedback given on this step.