Overall Instructor Rating: Satisfactory
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
(Feedback given by Younghee Woo; concurred by Lloyd Rieber.)
You have done an excellent job with your formative evaluation plan. You seem to understand the process well. Take a look at my feedback below.
The objective of this activity is to plan for the formative evaluation of your instruction. As stated by Dick, Carey, and Carey (2001): "Formative evaluation is the process designers use to obtain data that can be used to revise their instruction to make it more efficient and effective. The emphasis in formative evlauation is on the collection and analysis of data and the revision of the instruction" (p. 284-285).
Using the lesson you have described in the IDA on lesson design, complete the Formative Evaluation Planning Worksheet. Using the table below, describe:
- Who will do the ongoing evaluation;
- What is being evaluated;
- When the evaluation should occur; and
- How the evaluation will be conducted (i.e. tools you will use)
Be sure to refer to Dick, Carey, and Carey Chapter 10 for specific information that can be gathered from experts (e.g. subject-matter, learning, and learner) and learners in different formative evaluation situations (e.g. one-to-one, small-group, and field trials).
Formative Evaluation Planning Worksheet
Write the instructional objectives of your lesson here (it can be more than one):
Your final response:
Given the need to cite relevant research, learners will be able to generate search strategies by manipulating their chosen topics in three databases.
The instructor's feedback to this step:
Looks good!
Write your objective using the correct form. Click here for advice on writing objectives.
HTML formatting reminder: You can embed HTML tags directly in your responses. This will be help your buddies and the instructor view your information in a more readable fashion. For example, if you want a paragraph break somewhere, just enter <p>:
I will have the experts review the lesson on three levels:
<p>
1. content; 2. technical accuracy; 3. quality of instruction.
<p>
The content review will help ensure that no mistakes were made in the information provided to the learners.
Who |
What |
When |
How |
| Experts (subject-matter, learning, learner) |
Your final response:
Will have instruction experts review the lesson on three levels:
1. lesson content and flow
Review of lesson content and flow will ensure that all the items mentioned and their sequence are logical.
2. technical accuracy
Review of the handouts is necessary for identifying technical errors. All relevant information for using the databases must be present. Handouts that require learner input must be explicit to minimize confusion.
3. quality of instruction
Review of quality of instruction will focus on effectiveness of instruction.
|
Your final response:
1 & 2. Review of content, flow, and technical accuracy is completed before instruction takes place.
3. Review of quality of instruction occurs soon after the lesson is given and before any learner evaluation is conducted.
|
Your final response:
1 & 2. Subject-matter expert will be supplied with outline of lesson content, and a questionnaire that includes a checklist.
3. Experienced instructors will be supplied a copy of the handouts and a questionnaire.
Interviews will be conducted with each person to clarify any responses provided.
|
The instructor's feedback to this step:
Looks good!. And, I agree with your buddy. |
| Learners: one-to-one |
Your final response:
Three learners representing a range of research abilities: much experienced, slight experience and little experience are selected to evaluate the viability, clarity and feasibility of the lesson.
|
Your final response:
One-on-one sessions will be conducted as soon as a prototype lesson plan is plotted out.
|
Your final response:
Designer will observe each learner as instruction is conducted, noting:
- where clarification is needed;
- specific questions asked about lesson, and what these questions indicate;
- how feasible the flow and length of the lesson is.
This will also be an opportunity to guage the attitudes and motivations of learners to the projected lesson.
|
The instructor's feedback to this step:
This is good, but I recommend that you add more specific plans included how to select participants. The specific plan will make your actual formative evaluation easy and valuable. And, your 'how' section is great! It is well and clear designed. |
| Learners: small-group |
Your final response:
Three small groups of 2-4 learners are engaged to evaluate the viability, clarity and feasibility of the lesson. Group members will represent the experience and abilities of the target groups as accurately as possible.
|
Your final response:
Following the one-on-one sessions, the prototype lesson will be developed further. The result will be shared with small groups of learners to solicit further feedback
|
Your final response:
A questionnaire and checklist will be used to garnder feedback. Questions concerning the lesson will center around logical progression, sufficiency and relevance of handouts, understanding, confidence levels in searching after the lesson has been shared.
Interviews will be conducted with groups to clarify any responses provided.
|
The instructor's feedback to this step:
This looks very good. I felt everything was very well designed. |
| Learners: field trial |
Your final response:
Field trials will be the opportunity to use the lesson with actual learners in an authentic environment.
|
Your final response:
The lesson design has been developed past the testing phase. It is complete and ready for use in an actual class. Close attention will be paid to its execution and response from learners.
|
Your final response:
To maximize evaluation opportunities, the following will occur:
- video recording of the lesson in progress
- feedback forms distributed to learners with space for qualitative feedback, and contact information (for debriefing)
The video will be shared with the experts previously tapped for feedback.
Learners who provide contact information will be interviewed for clarification of all aspects of the lesson.
|
The instructor's feedback to this step:
Excellent! |
|