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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

Further, in those cases where it is desirable, more capable trainees can be allowed to advance through the instruction faster and thereby reduce the average training time. Occasionally it is necessary to design preliminary instruction to be offered to groups of trainees who have not achieved the necessary knowledge and skills to benefit from the instruction.

Inputs

The inputs to the Describe Entry Behavior block are:

1. The terminal learning objectives, learning objectives, and learning steps developed in Block II.1.

2. The test items for each of the learning objectives developed in Block II.2.

3. Administrative criteria from the personnel system.

Procedures

The first step is to develop an entry test based on the test items developed in Block II.2. These test items were prepared as a result of a learning analysis. The learning analysis was continued until a level was reached at which it was assumed that all entering trainees would have mastered these subordinate skills.

The test based on these items is administered to a sample of students typical of the population for which the course was intended. The tests are scored and used to verify or revise the assumptions made about the entry knowledge and skills of the trainees. Generally, all items passed by most of the trainees would not be included in the instruction, and all items not passed by a substantial portion of the trainees would be included.

continued...

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