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.)
This is good. I have some suggestions about your formative evaluation plan, so please read that feedback below carefully.
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 a small collection of imported video footage in I-Movie on a Macintosh computer, SWBAT demonstrate basic video editing skills in I-Movie by arranging clips, adding transitions, and adding titles.
The instructor's feedback to this step:
Looks clear.
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 the experts review the lesson on three levels:
1. content
2. technical accuracy
3. quality of instruction.
The content review will help ensure that no mistakes were made in the information provided to the learners re: video editing procedures (this includes making sure menu items and other terms are expressed exactly the same way in the instruction as they are in the I-Movie workspace). The technical accuracy review will enable us to know if we have errors in directions for navigating in the I-Movie interface, specific operations such as dragging transitions to the timeline, etc. Finally, the quality of instruction review will let us know if the instruction is as effective and efficient as possible.
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Your final response:
Will be post-hoc due to time constraints leading up to instructional delivery; will be based on the experts’ time frame. Expert feedback will be included in recommendations for improvement of the lesson for future instruction.[Ideally this component should take place before the one-on-one sessions, small group session, and field test.]
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Your final response:
The review will be conducted through checklists and interviews with the experts. Interviews will be conducted after the review is completed in order to clarify any information.
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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. |
| Learners: one-to-one |
Your final response:
3 sample learners will be selected for the evaluation of the "learnability" of the instruction. The learners will be selected based on their level of prior knowledge regarding the subject: 1 novice, 1 with some prior knowledge, 1 experienced.
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Your final response:
The one-on-one sessions will occur early in the process — after initial sketches are created of the instruction.
[Omitted in actual team project due to time constraints, etc. Post-hoc interviews will be conducted instead.]
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Your final response:
Two of the designers will sit with each learner as they go through the instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information.
[In actual team project these sessions will be post-hoc and will be interviews only.]
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The instructor's feedback to this step:
This is 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:
As with the one-on-one sessions, the small group of learners will be evaluating the "learnability" of the instruction. A group of 5-6 learners most closely matching the target audience will be selected for this round of evaluation.
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Your final response:
The small group session will occur after the prototypes of the instruction are created.
[omitted in actual team project]
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Your final response:
Several methods would be used to gather information. Assessments will be used as well as a post-instruction interview.
[omitted in actual team project]
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The instructor's feedback to this step:
Looks very good. I'm just curious about 'several methods'. If you provide specific method titles, it would be better. |
| Learners: field trial |
Your final response:
Again, the learners in the field test will be evaluating the "learnability" of the instruction. The learners in the field test will be the actual learners who will be using the instruction once it is completed.
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Your final response:
The field test will occur after the design of the instruction is complete.
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Your final response:
The evaluation will take place in the actual setting where the instruction will be used on a regular basis. Assessments will be used as well as a post-instruction questionnaire. Assessments include:
1. Observation during instruction.
2. Viewing of finished video sequences by instructional designers.
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The instructor's feedback to this step:
Excellent! Very well designed. |
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