Validation of the Instructional Strategy Diagnostic Profile (ISDP): Empirical Studies. Final Report. [Report No.: NPRDC-TR-77-25

Autor/inn/en	Merrill, M. David; Wood, Norman D.
Institution	Navy Personnel Research and Development Center, San Diego, CA.
Titel	Validation of the Instructional Strategy Diagnostic Profile (ISDP): Empirical Studies. Final Report. [Report No.: NPRDC-TR-77-25
Quelle	(1977), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Curriculum; Curriculum Development; Curriculum Evaluation; Evaluation Criteria; Evaluation Methods; Higher Education; Instructional Improvement; Instructional Materials; Performance Factors; Physics; Science Curriculum; Statistics; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leistungsindikator; Physik; Statistik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Instructional Strategy Diagnostic Profile (ISDP) was designed to enable instructional developers and evaluators to predict the effectiveness of, and prescribe improvements for existing instructional materials. Experimental studies were conducted in introductory college statistics and physics classes to validate the ISDP and its accompanying design prescriptions. Two methodologies were used: (1) existing instructional materials were modified, based on a selected prescription resulting from ISDP analysis of those materials, and two or more versions of the materials were compared; and (2) a weak unit of an existing course was identified and modified via several prescriptions resulting from an ISDP analysis. Test performance, affect, confidence, and time were compared for students using the revised materials and students using the original materials. When used to revise existing materials, the ISDP prescriptions produced significant differences only in the second study. Failure to obtain predicted results may have been due to confounding factors in the experimental situations. Other studies have demonstrated that existing materials revised according to ISDP prescriptions can significantly improve student performance, especially if the interaction with the materials can be controlled and the tests can be revised to more adequately measure concept classification and rule-using behavior. (Author/JAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01