Running head: MAPPING THE ASSURE MODEL TO ADDIE 1

Mapping the ASSURE Model to ADDIE

Nuong Nguyen

California State University, Monterey Bay

May 27, 2018

IST626 Advanced Instructional Design

Dr. Jeanne Farrington

MAPPING THE ASSURE MODEL TO ADDIE 2

Mapping the Assure Model to ADDIE

The ADDIE model is very prevalent in the field of instructional design. It serves as the

framework for good design from start to finish, whether it is for training or in the classroom.

Even though the origin of the acronym is not known, the process is associated with the ISD

model (Molenda, 2015). The acronym ADDIE stands for analyze, design, develop, implement,

and evaluate. The description is open to interpretation by different authors (2015). ADDIE is

portrayed as an iterative and cyclic process (see Figure 1). The model is generic and can be

applied to all field. Thus, there needs to be a model more specific for teachers to use in the

educational settings, like the ASSURE model.

Figure 1. An ISD model featuring the ADDIE processes (Grafinger, 1988).

The ASSURE model was created by Heinich, Molenda, and Russell, in 1982, when

computers started to become more popular to the general public. The current model “shifted the

focus to PP-12 technology integration rather than also addressing workforce training” and with

the new coauthor Smaldino (Reiser & Dempsey, 2012). The model focuses on the classroom

and is meant for the “individual instructor to use when planning classroom use of media and

technology” (Heinich, Molenda, Russell, & Smaldino, 1993). The ASSURE model stands for
MAPPING THE ASSURE MODEL TO ADDIE 3

(1) analyze learners, (2) state objectives, (3) select methods, media and materials, (4) utilize

media and materials, (5) require learner participation, and (6) evaluate and revise (Heinich et al.,

1993). The ASSURE model stresses the importance of technology, whether it is an overhead

projector or computer. This models fit the modern day society, where teachers have more access

to computers, and students are starting to get their own laptops to use at home and at school.

However, the tool should not replace good teaching (see Figure 2).

Figure 2. ASSURE model (Heinich, Molenda, Russell and Smaldino, 1999) retrieved from

https://www.researchgate.net/figure/Assure-Model-Heinich-Molenda-Russell-and-Smaldino-

1999_fig1_269954598

The ADDIE and ASSURE model are very similar and have few differences. This makes

it easy for the instructional designer or teacher to transition to the ASSURE model.

Similarities of ADDIE and ASSURE

The first stage of ADDIE and ASSURE is to analyze (see Figure 1 and 2). In the analysis

stage of ADDIE, the instructional designer conducts a needs assessment and tries to understand

the problem, whether it is a lack of knowledge, skill, or other causes (Farrington, 2012).

According to Rossett (1990), a needs assessment is a crucial step in designing training. Failure
MAPPING THE ASSURE MODEL TO ADDIE 4

to do so, may cost money, time, and result in an unproductive training (1990). In this stage, the

instructional designer also analyzes the learners and set goals (Kirkpatrick and Kirkpatrick,

2006). Similarly, in the ASSURE model, “analyze learners” means understanding the learners’

general characteristics, learning styles, and knowledge and skill levels (Heinich et al., 1993). All

these learners’ characteristics can affect the way the teacher chooses a particular media or

technology. For example, if a student is an English learner, then the teacher can use clip art,

videos, or educational games to support their learning.

In the second stage of ADDIE or the “design” stage corresponds to the second and

third steps of the ASSURE model. In the “design” stage, the instructional designer identifies the

objectives, plans the activities, choose the media and tools, and determines the types of

assessment that will be utilized (Peterson, 2003). The design stage relies on the information

from the analysis phase. The second step of the ASSURE model has part of the “design” stage,

which is to “state objectives.” An objective will include what will be accomplished and stated in

a way that students know what is expected of them. A good objective includes the time frame,

the audience, observable behaviors, standards, and conditions (Piskurich, 136).

The third stage of ADDIE is to “develop,” whereas the third step of the ASSURE model

is to “select methods, media, and materials” then develop it. The teacher will select the methods

based on the learning needs. The media and materials should be aligned with the curriculum

(Heinich et al., 1993). For the development stage for both models, the teacher can use existing

materials or design his or her own. Afterward, he or she can evaluate the product for its

effectiveness.

The fourth stage of ADDIE, “implement,” corresponds to step four of the ASSURE

model, “utilize media and materials.” In the implementation stage, the instructor delivers the
MAPPING THE ASSURE MODEL TO ADDIE 5

instructions. According to Piskurich, before you fully implement the program, one should beta

test/and or pilot the program (2015). This allows you to evaluate, modify, and revise the

program. In the ASSURE model, the teacher would preview the materials, prepare the materials,

environment, and learners, and then deliver the instruction (Heinich et al., 1993). In this step, the

students are also encouraged to use the materials with the teacher (1993).

The fifth stage of ADDIE, “evaluate”, corresponds to step six of the ASSURE model,

“Evaluate and Revise.” In both models, evaluation can take place in any stages. For example,

formative assessments can take place in the development stage, and summative assessments can

take place in the implementation stage (Peterson, 2003). Evaluation is important to see if the

learners’ met their objectives and if changes and revisions are needed for the future courses (see

Figure 3).

steps ASSURE ADDIE

1. A- Analyze Learners A- Analyze (1)

2. S- State Objectives D- Design (2,3)

3. S- Select Methods, Media and Materials D- Develop (3)
4. U- Utilize Media and Materials
I- Implement (4)
5. R- Require Learner Participation
E- Evaluate (6)
6. E- Evaluate and Revise

Figure 3. Linking the ASSURE model to ADDIE (Nguyen, 2018)

MAPPING THE ASSURE MODEL TO ADDIE 6

Differences of ADDIE and ASSURE

While the ADDIE model has five stages, the ASSURE model has six. The ASSURE

model’s fifth step is to “require learners participation” (Heinich et al., 1993). This allows the

students to actively participate in the learning process and practice skills related to the objectives

(1993). The most noteworthy difference is the emphasis on technology and multimedia

throughout each of the steps. When analyzing the learners, the teacher has to keep in mind

which media and technology would best fit the students’ needs. Furthermore, the ADDIE model

is a generic framework that can be applied to any workplace, whereas the ASSURE model is

meant for teachers in the education setting. The ASSURE acronym also has a clear description,

which makes it less confusing. On the other hand, the ADDIE model is open for interpretations.

Conclusion

The ASSURE model is geared towards teachers in the educational setting to “assure

effective instruction” (Heinich et al., 1993). The emphasis is on using technology and different

media to enhance learning. The model has many corresponding steps to the ADDIE model, in

addition to one step of having students required to actively participate. Both models have

iterative and cyclic processes where the instructional designer or teacher is continually

evaluating and revising to achieve an effective course or program.

MAPPING THE ASSURE MODEL TO ADDIE 7

References

Farrington, J. (2012). Seriously, there is no time for design. Performance Improvement, 51(8),

26–32. https://doi.org/10.1002/pfi.21295

Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. (1993). Instructional media and

technologies for learning (7th edition). Upper Saddle River, New Jersey: Prentice Hall.

Kirkpatrick, D. & Kirkpatrick, J. (2006). Evaluating training programs: The four levels (3rd

edition). San Francisco, California: Berrett-Koehler Publishers.

Molenda, M. (2003). In search of the elusive ADDIE model. Retrieved on May 20, 2018 from

http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/InSearchofElusiveADDIE.pdf

Peterson, C. (2003). Bring ADDIE to life: Instructional design at its best. Journal of

Educational Multimedia and Hypermedia, 12(3), 227-231. Retrieved from

https://eric.ed.gov/?id=EJ822355

Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right (3rd Ed.). John

Wiley & Sons.

Reiser, R. A., & Dempsey, J. V. (Eds.) (2018). Trends and issues in instructional design and

technology (4th ed.). Boston, MA: Pearson Education, Inc.

Rossett, A. (1990). Overcoming obstacles to needs assessment. Training, 27 (3), 36-41.

Retrieved from https://eric.ed.gov/?id=EJ403447