Voices Matter! A Reflective Analysis of Graduate Students' Assessment on Instructional Systems Design Program

The study described the reflective analysis of the eight ISD graduates for school years 2016, 2017 and 2018.  The graduates were interviewed of their reflections on the assessment on the courses taken in the Instructional Systems Design (ISD) curriculum considering their relevance, effectiveness, adequacy of content/topics; availability of references; and impact. The data gathered are considered primary sources because they are based from actual experiences of the participants.  The findings revealed that after their graduation from the Ph.D. in Education with specialization in ISD program there was horizontal and vertical rise in rank and promotion.  They revealed that the curriculum and subjects are relevant, effective and had a great impact.  They also find the contents and topics adequate, however, they find the available references inadequate and limited.  The ADDIE (Assessment, Design, Developed, Implement and Evaluate) Model was most helpful when they go through with the research and dissertation.

Keywords: Reflective analysis, instructional systems design, assessment