Effective teaching depends upon 1) how clearly the students understand what they are supposed to learn and 2) how accurately that learning can be measured.

While a lot of research in instructional design is too specialized, or too basic to have much direct application to the classroom, there are some well-documented concepts which, with a little imagination, have very direct implications for instruction.

First created in 2002, the goal of this site continues to be to provide useful research based tools for instructional design, curriculum development, and student assessment.