Key points from Reiser’s (2001) “A History of Instructional Design and Technology: Part 2: A History of Instructional Design”
1934- “Each objective must be defined in terms which clarify the kind of behavior which the course should help to develop” Tyler, the “father” of the behavioral objective movement
1940’s- origins and development of systems of analysis, design, and evaluation procedures of how people learned from a psychological perspective
1950’s through 1960’s- programmed instruction movement; Bloom’s taxonomy and educational objectives
1960’s- criterion-referenced testing, before this most tests were norm-referenced tests; criterion -referenced “measure how well an individual can perform a particular behavior or set of behaviors, irrespective of how others perform”
1965- domains of learning, events of instruction and hierarchical analysis (Gagne); sub-ordinate skills before super-ordinate skills
1967- Scriven: formative evaluation contrasted with summative evaluation
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