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.)
Overall, I think 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 collection of various coins, SWBAT identify pennies, nickels, dimes, and quarters. 2. SWBAT state the value of pennies, nickels, dimes, and quarters. 3. SWBAT demonstrate understanding of denominations of pennies, nickels, dimes, and quarters by counting out the amount of a given set of coins whose total equals less than $1.00.
The instructor's feedback to this step:
This is 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:
I will have the experts review the lesson on two levels:
1. content
2. quality of instruction
The content review will help ensure that the level of instruction is appropriate for first graders.
The quality of instruction review will let us know if the instruction is as effective and efficient and possible.
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Your final response:
Evaluation will be based on the experts' time frame, but will be completed prior to the small group field test.
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Your final response:
The review will be conducted through interviews with experts.
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The instructor's feedback to this step:
Well done! Well thought out expert review. |
| Learners: one-to-one |
Your final response:
Three sample learners will be selected for the evaluation of the "learnability" of the instruction. The learners will be selected based on their ability level in math computation: remediate, intermediate, advanced.
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Your final response:
The one-on-one sessions will occur early in the process - before instruction regardng money has begun.
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Your final response:
The designer will observe each learner throughout the various activities and discussions. He/she will keep notes regarding responses in regards to ability (or inability) to correctly count and name coins. Moments of confusion will be noted for further review.
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The instructor's feedback to this step:
I noted some good feedback from Patricia, which you seemed to agree with. If you add more specific plans included how to select participants and how to establish rapport with participants and so on, your plan would make your actual formative evaluation easy and 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 he instruction. A group of 5-6 first grade 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.
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Your final response:
Several methods will be used to gather information. Math text chapter assessment will be used as well as checklists to mark correct and incorrect answers and confusion during unit activities.
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The instructor's feedback to this step:
This is good, but I recommend that you specify what you mean by 'several methods'. |
| Learners: field trial |
Your final response:
The learners in the field test will be the actual first grade class for which the design plan was intended.
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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 classroom where the instruction will be conducted on a regular basis. As with the small group, ongoing checklists will be used, as well as final assessments.
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The instructor's feedback to this step:
Looks very good. |
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