Instructional Design and Curriculum Development
Instructional design is the systematic translation of assessed needs into sequenced, aligned learning experiences. Candidates should be fluent in the major models and in alignment logic.
Core concepts
- ADDIE: Analysis, Design, Development, Implementation, Evaluation. Iterative, not strictly linear.
- Backward design (Wiggins & McTighe): identify desired results, determine acceptable evidence, then plan learning experiences. Objectives drive assessment, which drives activities.
- Bloom's revised taxonomy: remember, understand, apply, analyse, evaluate, create. Objectives should use observable verbs matched to the intended cognitive level.
- Mager's objective format: performance, conditions, and criterion (e.g., "Given a case file, the learner will classify risk level with 90% accuracy").
- Gagné's nine events: gain attention, state objectives, recall prior knowledge, present content, guide learning, elicit performance, provide feedback, assess, enhance retention/transfer.
- Cognitive load theory (Sweller): manage intrinsic load, minimise extraneous load, build germinal processing. Scaffolding and segmenting support novices; fading support as expertise grows.
- Curriculum mapping: ensure each objective is taught and assessed, with no orphan objectives or unassessed content.
Traps in questions
Distractors often pair a model with the wrong emphasis - for example, calling backward design "content-first", or treating Bloom's "understand" as measurable without an observable indicator. Another trap is confusing formative with summative assessment at the design stage. Also reject objectives written as internal states ("will appreciate", "will know").
Rule of thumb
Use the alignment test: every objective must have a matching activity and a matching assessment at the same cognitive level. If an objective says "evaluate" but the quiz only asks recall, alignment fails.
Worked example
An objective reads: "Learners will analyse a budget variance report." A matching activity is a guided case analysis; a matching assessment asks learners to interpret a new variance report and justify conclusions. A multiple-choice definition quiz would not align.