The Dick & Carey instructional design model, also known as the Systems Approach Model, is a ten-step process that guides instructional designers in developing effective training and learning experiences. The model was developed by Walter Dick and Lou Carey in the 1970s (Lewis, 2021). Like the ADDIE Model, it provides a sequential and systematic approach to the instructional design process. However, the Dick & Carey model breaks down the instructional design into more detailed steps. It also places a heavier emphasis on the analysis phase of the process. Finally, both the ADDIE model and the Dick & Carrey model approach iteration differently in their design. In the Dick & Carrey model, formative evaluation is integrated throughout the design process, allowing for ongoing revision at each step. While in the ADDIE model, evaluation of instruction normally takes place at the end of the process.
The ten steps in the Dick & Carey model are described below:
Identify Instructional Goals
Instructional goals are developed by consulting with subject matter experts and carrying out a needs assessment to determine the needs of the learner. Instructional goals are created to address the identified learning gap. Goal statements include (a) the learner, (b) what the learner should be able to do in the performance context, (c) the performance context in which the skills will be applied, and (d) the tools that will be available to the learners in the performance context (Chaparro, et.al., 2023).
Conduct Instructional Analysis
Procedures are carried out to determine what knowledge and skills the learner needs to have in order to meet the learning goals identified in the previous step.
Identify Entry Behaviors
A close examination is made of the target population (i.e., the intended learners of the course) to determine such things as their prior knowledge and skills regarding the topic, learning preferences, and attitudes toward the content and possible mode of delivery (Chaparro, et.al., 2023)
Write Performance Objectives
Performance objectives describe what the learners should be able to do by the end of the course. They should be specific, measurable, and aligned to the instructional goals. They contain three parts: (a) conditions, (b) behavior, and (c) criteria. See Chaparro, et.al. (2023) for an explanation of each part and examples of performance objectives.
Develop Assessment Instruments
A suitable type of assessment is chosen based on the performance objectives determined in the previous step. Criterion-referenced assessments measure learner progress and achievement toward the performance objectives.
Develop Instructional Strategy
Determinations are made on how instruction will be delivered or how it will take place. This step is guided by earlier analysis and ones choice of learning theories. Examples of instructional strategies include independent readings, group discussions, and lectures.
Develop and Select Instructional Materials
The actual resources that learners would be interacting with are developed in line with earlier determined performance objectives and assessment tools.
Design and Conduct Formative Evaluation
Formative evaluation is the collection of data on learner performance and progress during instruction. Examples of formative evaluation include self-assessments, short quizzes, discussions, and observations of learners.
Revise Instruction
Any needed revisions to instructional materials and strategies are done based on feedback gathered from formative evaluation.
Design and Conduct Summative Evaluation
Summative evaluation measures the effectiveness of instruction at the end of the course. It determines whether or not the learners have successfully met the goals of the course upon its completion. Data from summative evaluation is used to inform designers about the course's overall strengths and of any needed improvements.
(Sequence of steps as laid out in the University of Maryland Global Campus (2025) lecture notes.)
The following are some of the key implications of the Dick & Carey model for instructional design:
A Systematic and Structured Approach
Like the ADDIE model, the Dick & Carey model provides a systematic and structured approach to instructional design. It breaks down the design process into specific steps that makes it possible for all designers to navigate confidently through the design process.
A Heavy Emphasis on Data-driven Design through Analysis
The Dick & Carey model's heavy emphasis on an initial analysis of the goals, learners, and learning context ensures that instruction is relevant and appropriate for the learners in their given context.
Alignment of Components
The model emphasizes a strong alignment between the following critical components in the design process: instructional goals, performance objectives, assessment tools, instructional strategies, and instructional materials. This ensures for targeted and effective learning experiences.
Iterative Improvement through Evaluation
Both formative and summative evaluation are incorporated in this model. Feedback from these evaluations allow for continuous improvement anywhere in the instructional design process.
The following section describes the strength and limitations of the Dick & Carey model as it applies to my minicourse idea.
Strengths
The Dick & Carey model's systematic approach to instructional design can serve as a comprehensive road map when creating my course. It can help me keep my work organized and ensure that I am thoroughly addressing key aspects of the project.
It's strong emphasis on the alignment of all its components will assist me in developing a course that is coherent and that can effectively address its instructional goals and objectives. It is important to consider how the analysis, the objectives, the instructional strategies and materials, and the assessment instruments all connect with one another to provide the learner with a valuable and meaningful learning experience.
Finally, the iterative nature of the model where it integrates evaluation into the design process highlights the importance of planning for formative as well as summative assessments in my own course design. This allows for a continual feedback process that will improve the design and delivery of the course.
Limitations
The Dick & Carey model breaks down the instructional design process into detailed steps. Hence, it could be an even more time-consuming and resource-intensive approach to design than the ADDIE model. Given limited time and resources, this may not be the most feasible model to follow.
Furthermore, with my limited time and resources, the model's complex design and overemphasis on analysis may lead to a lack of attention toward other components of the design process such as the development of instructional strategies and materials.
Finally, this model may be too rigid and prescriptive for my project in areas that require a quick and easy approach to addressing the learning gap.
Conclusion
One can confidently address an instructional design process with an approach as systematic and detailed as the Dick & Carey model, with its emphasis on alignment and its iterative nature. However, other models may need to be considered to compensate for my limited time and resources. Likewise, my decision to use this model should consider its actual suitability for the my project's particular instructional goals and contexts.
Text
Lewis, D. (2021, August 19). An overview of the Dick and Carey model [Video]. YouTube. https://www.youtube.com/watch?v=qv1zx9t3j-Q
Chaparro, R. Reaves, M., Jagger, C. B., and Bunch, J. C. (2023, April 17). Instructional Design Using the Dick and Carey Systems Approach, Publication #AEC632. University of Florida. https://edis.ifas.ufl.edu/publication/WC294
University of Maryland Global Campus. (2025). Steps in the Dick & Carey model [Lecture slides]. https://rb.gy/upuhl9