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 did a good job here. You seem to understand the Formative evaluation well. Take a look at my feedback below, though, especially with regard to how to more specific in your plan.
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:
SWBAT apply the concept of appropriateness to generate professional publications.
The instructor's feedback to this step:
Well-stated.
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:
The experts will review the lessons on three levels:
1. subject content
2. accuracy of materials
3. quality of instructional delivery
The purpose of this review is to ensure that the information provided to the learner regarding publication appropriateness is error-free. The accuracy of directions, examples, etc. will be tested. Finally, the quality of instructional delivery will be evaluated to determine if the objectives were carried out.
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Your final response:
As the experts schedule allows; however, the goal is to have this process completed before the small group evaluations.
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Your final response:
The experts will be given an outline containing all elements found in this instructional unit. They will be asked to comment and evaluate each part of the unit. An interview will follow to further clarify their findings.
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The instructor's feedback to this step:
This looks very good, but I recommend that you make clear who are experts for reviewing the content, technical accuracy, and quality of instruction. You might need different experts for each part. And I suggest you conduct the expert review before one-to-one evaluation. |
| Learners: one-to-one |
Your final response:
Three learners will be used in this phase. The learners will be grouped into the following groups: beginner, average, and experienced. The purpose of this review is to gauge how effective the unit is and if the subjects learn new, valuable information.
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Your final response:
One-to-one evaluations will occur before small group evaluations and after a unit outline has been developed.
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Your final response:
Each of the learners will go through the materials separately within the presence of the lesson designer. The designer will answer questions and clarify directions or any confusing instruction. Any clarification needed will be documented to ensure the issues are addressed.
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The instructor's feedback to this step:
Looks good, but I recommend that you be more specific in how you will select participants and how you will establish rapport with participants and so on. The specific plan will make your actual formative evaluation easier to implement and more valuable. |
| Learners: small-group |
Your final response:
Approximately nine learners (three for each level of expertise) will be used for this phase of evaluation. Again as with the one-to-one review, the purpose of this review is to gauge how effective the unit is and if the particpants learn new, valuable information.
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Your final response:
The small-group session will occur after the one-to-one evalation. It will also incorporate any changes and/or revisions gathered from the expert review.
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Your final response:
The implementation of a pre-assessment and post-assessment will begin. An interview with the learner will proceed to gather information about clarity of pre/post-assessment questions, all directions, and instructional materials.
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The instructor's feedback to this step:
This looks very appropriate. |
| Learners: field trial |
Your final response:
Approximately 21 learners will be used for the field trial. These participants will be the same individuals who will use the instructional unit at its completion. The purpose of this review is to gauge how effective the unit is and if the participants learn new, valuable information.
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Your final response:
The field trial will follow the one-to-one, expert, and small-group evaluations. All instruction will be complete before this phase is implemented.
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Your final response:
The field trial will occur in the actual classroom setting for which the materials have been developed. Pre/post- assessments will be given. An interview with each learner will follow to further gauge effectiveness.
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The instructor's feedback to this step:
OK, but this could be more specific. I recommend that you be more specific in your methods for conducting your field trial. Would you use just interviews? How about conduct observation? |
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