Designing Courses and Assessments: Session Two - Needs Analysis

Designing Courses and Assessments: Session Two - Needs Analysis

This document outlines the importance of Needs Analysis (NA) in course design and explores different approaches to conducting one.

Learning Objectives

By the end of this session, you will have considered:

• The definition and purpose of Needs Analysis (NA).
• Why NA is important for course design.
• The different components of a thorough NA.
• Who should be included in the NA process.
• How to identify and address constraints.
• Various tools used to gather information for NA.
• Examples of Needs Analysis in action.
• Your own needs as a learner and how they influence course objectives.

Getting Started

Designing Courses and Assessments: Session Two - Needs Analysis

• What is Needs Analysis (NA)? Consider working in pairs to develop a definition.

Definitions

• Graves (2000): NA is a systematic and ongoing process for gathering information about learner needs and preferences, interpreting the data, and using it to make informed course decisions. It acknowledges that needs are multifaceted and can change over time.
• Brown (2009): NA is the systematic collection and analysis of all information necessary to define a defensible curriculum. This includes both subjective and objective information relevant to the specific context and stakeholders involved.

Importance of Needs Analysis

• Why is NA important?

• • Ensures courses are relevant and engaging for learners, leading to higher motivation.
  • Informs course design to ensure learners achieve their specific goals.
  • Provides the foundation for developing learning objectives, teaching materials, activities, assessments, and evaluation strategies.
  • Helps identify the gap between learners' current skills and their target goals.
  • Informs potential curriculum changes and pinpoints existing problems learners face.

Target Situation Analysis (TSA)

• A key component of NA is the Target Situation Analysis (TSA).
• It focuses on the communicative needs learners will encounter in their target situation (e.g., vocabulary, grammar, discourse skills).
• While a TSA is crucial, it might not be enough for a defensible course. Additional information about learner preferences and backgrounds may also be necessary.

Designing Courses and Assessments: Session Two - Needs Analysis

Target Needs vs. Learning Needs

• Target Needs: What learners need to be able to do in the target situation (e.g., writing business letters, using specific vocabulary).
• Learning Needs: What learners need to do to acquire the target skills (e.g., grammar practice, vocabulary building strategies).

Understanding Needs

• Target Needs:

  • Necessities (essential skills needed, e.g., writing business letters).
  • Lacks (areas where learners need improvement).
  • Wants (learner desires and motivations).
  • Required knowledge.
  • Present knowledge.
  • Subjective needs.

• Learning Needs:

  • Preferences of different stakeholders (learners, teachers, administrators).
  • Reasons for taking/running the course (compulsory vs. optional).
  • Learner goals and expectations.
  • Preferred learning styles (teachers and learners).
  • Learner backgrounds and beliefs about teaching and learning.
  • Preferred methodologies.

Process of Needs Analysis

There are different models for conducting a Needs Analysis. Here are two examples:

Graves (2000):

1. Decide what information to gather and why.
2. Determine the best way to gather it (when, how, and from whom).
3. Collect information.
4. Interpret the information.
5. Act on the information (make course decisions).
6. Evaluate the effectiveness of those decisions (potentially leading back to step 1).

Brown (2009):

1. Define the purpose of the NA.
2. Identify the target student population.
3. Choose approaches and syllabuses.
4. Identify constraints.
5. Select data collection procedures.
6. Analyze the data.
7. Interpret the results.
8. Determine course objectives.
9. Evaluate and report on the NA project.

Data Analysis: Qualitative vs. Quantitative Approaches

Most NA approaches are primarily qualitative (e.g., interviews, journals), but quantitative data (e.g., questionnaires) can also be valuable.

Triangulation

Triangulation is the process of using multiple data sources and methods to increase the credibility of your analysis. This doesn't just mean using more methods; it involves choosing methods that complement each other and reveal potential misalignment in perceived needs.

Sources of Information for Needs Analysis

• Insiders: Students, teachers, course leaders, administrators, sponsors, governments, etc. (including artefacts like student work or policy documents).
• Outsiders: Literature, applied linguists, domain experts