Editing Instructional design (section)

===1960s===
[[Robert Glaser]] introduced "criterion-referenced measures" in 1962. In contrast to norm-referenced tests in which an individual's performance is compared to group performance, a criterion-referenced test is designed to test an individual's behavior in relation to an objective standard. It can be used to assess the learners' entry level behavior, and to what extent learners have developed mastery through an instructional program.<ref name="TrendsIssues" />

In 1965, [[Robert Gagné]] described three domains of learning outcomes (cognitive, affective, psychomotor), five l(verbal information, intellectual skills, cognitive strategy, attitude, motor skills), and nine events of instruction in the conditions of learning, which remain foundations of instructional design practices. Gagne's work in learning hierarchies and hierarchical analysis led to an important notion in instruction – to ensure that learners acquire prerequisite skills before attempting superordinate ones.<ref name="TrendsIssues" />

In 1967, after analyzing the failure of training material, Michael Scriven suggested the need for formative assessment – e.g., to try out instructional materials with learners (and revise accordingly) before declaring them finalized.<ref name="TrendsIssues" />