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, IT doctoral student; concurred by Lloyd Rieber.)
You did a good job here. You seem to understand the process well. Take a look at my feedback below, though, especially with regard to how to evaluate during a field-trial.
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:
CONCEPTUAL OBJECTIVE BEHAVIORAL OBJECTIVE
1. Beat is a steady pulse which governs rhythms. 1.The students will be able to define and
demonstrate beat and rhythm by clapping and
stomping to different beats on the metronome,
as demostrated by the teacher.
100% of the students will accomplish this task.
2. There are seven steps to proper posture. 2. The students will be able to name, discuss,
and demonstrate, and utilize the seven steps by
modeling the teacher. 90% of the students will be
able to accomplish this task.
3. Breathing is an important aspect of singing. 3.The students will be able to reproduce, discuss,
show, and relate the proper breathing for singers
by modeling after the teacher and relating the
technique back to the seven steps of proper
posture.
The instructor's feedback to this step:
I agree with Kristin.
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.
The teachnical accuracy will help ensure that both the instruction and the learners have a good grasp on how beat is a steady pulse, the 7 steps to proper posture, and how breathe control is an important aspect of singing.
The quality of instruction will help make sure the instruction has both quality and effective learning built in.
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Your final response:
Will be based on the expert's time frame, but hope to have at least two before instruction and one after instruction is given to the learners.
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Your final response:
The review will be conducted trhough interviews and checklist with the experts before and after the instruction.A checklist will be provide to the experts for the before sessions, during instruciton, and after instruction is given.
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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.
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| Learners: one-to-one |
Your final response:
Four sample learners will be selected from the 7th grade chorus.Two males and two females. The learners will be selcted at random to ensure that the lesson being taught can be understood by the class as a whole.
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Your final response:
Since the sample of learners is a random picking. The learners will be picked out of class by the experts and/or instructor prior to instruction.
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Your final response:
The instructor will take time after school two weeks before the lesson to work individually with these students. The session will last 50 minutes to ensure that all concepts and ideas are unserstood and grasp by the sample learners. The students will fill out a pre-test before instruction begins, and a post-test after instruction is given to them. And a short interview with a checklist on how they felt about the instruction will occur after the post test is given.
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The instructor's feedback to this step:
Excellent! You have well defined the creteria for selecting learners and clearly described the evaluation process. |
| Learners: small-group |
Your final response:
A small group of 8 7th grade chorus members(four girls and four boys) will be picked for the small-group. They will be picked according to the compatibility to the firts sample learners picked. They will test the learnability of instruction.
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Your final response:
The small group session will occur once the lesson has been modified according to the experts opions, the interviews with the one-on-one learners, and the results of the pre-and post-test. This will hopefuly occur one week prior to accual field test.
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Your final response:
The same pre-test, post-test, and post instruction interview with checklist that was used on the one-on-one smaple learning group, will be used.
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The instructor's feedback to this step:
Good job! If you add the elements to be evaluated in the small-group, it would be better. |
| Learners: field trial |
Your final response:
The learners for the field test will be actual 7th grade chorus members for whom the instruction was actually designed.
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Your final response:
The field test will occur after the design of the instruction is completed from the results of the interviews, pre-and post-test, and evaluation of the experts on the lesson.
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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, 7th grade chorus. As with the small group,a pre-and post-testwill be given to the group, a small check list interview with the class after instruction, and expert evaluation of the lesson.
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The instructor's feedback to this step:
Looks good!. However, I recommend that you use some different evaluation methods for the field-trial. For collecting data in a real setting, observation of the instruction in use and interviews with learners and instructor will be very valuable.
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