Overall Instructor Rating: Exemplary
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:
Hi, Lisa
You did such a great job on this IDA. You understood the purpose and nature of formative evaluation very well . Your formative evaluation is very thorough and well-planned.
I do not have suggestions for further improvement.
Keep up with the great work.
If you have any questions, please feel free to e-mail me.
Thanks!
Best,
Eun Jung
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:
After participating in media center classes, SWBAT:
1. choose and use online databases that fit their research needs in relevance and depth;
2. effectively and efficiently locate websites about a given topic using a search engine such as Google; and
3. categorize websites based on authority, currency, accuracy, and objectivity.
The instructor's feedback to this step:
No specific feedback given on this step.
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:
Three specialists with different areas of expertise will be asked to review the content of the lesson.
1) A subject-matter specialist with expertise in online databases and search engines will be asked to review the relevancy, authority, currency, accuracy, and objectivity of the example websites to be used in the lessons.
2) A media specialist (learning specialist) familiar with conducting media center classes will critique the instructional strategies used in the lessons against what is known about improving instruction conducted in media center classes.
3) A media specialist (learner specialist) familiar with the target population (high school students) and who has assisted pupils with online research will decide on the appropriateness of the materials used in the lessons for the eventual performance context.
Three specialists with different areas of expertise will be asked to review the content of the lesson.
1) A subject-matter specialist with expertise in online databases and search engines will be asked to review the relevancy, authority, currency, accuracy, and objectivity of the example websites to be used in the lessons.
2) A media specialist (learning specialist) familiar with conducting media center classes will critique the instructional strategies used in the lessons against what is known about improving instruction conducted in media center classes.
3) A media specialist (learner specialist) familiar with the target population (high school students) and who has assisted pupils with online research will decide on the appropriateness of the materials used in the lessons for the eventual performance context.
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Your final response:
Two to three weeks prior to the formative evaluation with the experts, the experts will receive the following components for review:
1) instructional and behavioral objectives; instructional strategies; entry behaviors (Preinstruction)
2) sequence of the course; size of each unit; content of each lesson; examples of materials used in the course (Presentation)
3) copies of pretests and posttests; a description of the performance context (Assessment)
Two to three weeks prior to the formative evaluation with the experts, the experts will receive the following components for review:
1) instructional and behavioral objectives; instructional strategies; entry behaviors (Preinstruction)
2) sequence of the course; size of each unit; content of each lesson; examples of materials used in the course (Presentation)
3) copies of pretests and posttests; a description of the performance context (Assessment)
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Your final response:
Two weeks after the experts receive the information for evaluation, a face-to-face interview will be conducted with each expert to get feedback. Each expert's individual assessment of the course will also be recorded on a checklist.
A one- to two-week period of time will be allotted after the expert interviews to make changes based on their feedback before beginning one-to-one evaluations.
Two weeks after the experts receive the information for evaluation, a face-to-face interview will be conducted with each expert to get feedback. Each expert's individual assessment of the course will also be recorded on a checklist.
A one- to two-week period of time will be allotted after the expert interviews to make changes based on their feedback before beginning one-to-one evaluations.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: one-to-one |
Your final response:
Three learners will be selected from the target population (9th to 12th grade regular education students):
1) one learner who is above average in ability (not the top student);
2) one learner who is average in ability;
3) one learner who is below average in ability;
The one-to-one evaluations will target the following elements:
1) instruction
2) posttest and attitudinal questionnaire
3) utility of the evaluation instrument(s)
4) reliability of designer judgment
5) scoring strategy
Three learners will be selected from the target population (9th to 12th grade regular education students):
1) one learner who is above average in ability (not the top student);
2) one learner who is average in ability;
3) one learner who is below average in ability;
The one-to-one evaluations will target the following elements:
1) instruction
2) posttest and attitudinal questionnaire
3) utility of the evaluation instrument(s)
4) reliability of designer judgment
5) scoring strategy
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Your final response:
The one-to-one evaluations will take place one to two weeks after the expert interviews.
The one-to-one evaluations will take place one to two weeks after the expert interviews.
|
Your final response:
From the beginning, it will be important that the designers be able to positively interact with the three learners. The designers will explain to the learners that new instructional materials have been created and that their feedback is critical.
During the one-to-one evaluation with the designer, each learner will:
1) review all of the instructional materials - typos, content omissions, inappropriate links, etc. will be noted; sequencing and concept issues will be discussed; and
2) take all assessments (pre-, post, and attitudinal) provided with the materials. After each step of the assessment, designers will ask each learner why he made the particular responses he did.
A one- to two-week period of time will be allotted after the one-to-one evaluation to make changes based on their feedback before beginning the small-group evaluation.
From the beginning, it will be important that the designers be able to positively interact with the three learners. The designers will explain to the learners that new instructional materials have been created and that their feedback is critical.
During the one-to-one evaluation with the designer, each learner will:
1) review all of the instructional materials - typos, content omissions, inappropriate links, etc. will be noted; sequencing and concept issues will be discussed; and
2) take all assessments (pre-, post, and attitudinal) provided with the materials. After each step of the assessment, designers will ask each learner why he made the particular responses he did.
A one- to two-week period of time will be allotted after the one-to-one evaluation to make changes based on their feedback before beginning the small-group evaluation.
|
The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
Eight to ten learners will be randomly selected to create a group representative of the target population.
The purpose of the small-group evaluation will be to:
1) determine the effectiveness of the changes made after the one-to-one evaluations;
2) identify any remaining learning problems learners may have; and
3) determine whether the learners can use the instructional materials without interaction from an instructor.
Eight to ten learners will be randomly selected to create a group representative of the target population.
The purpose of the small-group evaluation will be to:
1) determine the effectiveness of the changes made after the one-to-one evaluations;
2) identify any remaining learning problems learners may have; and
3) determine whether the learners can use the instructional materials without interaction from an instructor.
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Your final response:
The small-group evaluations will take place one to two weeks after the one-to-one evaluations.
The small-group evaluations will take place one to two weeks after the one-to-one evaluations.
|
Your final response:
Designers will explain to the learners their feedback is needed on instructional materials in the formative stage of development. Their feedback will provide information on how the instructional materials can be improved. The designers/instructor will intervene as little as possible.
The materials will be administered in the manner in which they are intended to be administered in final form. A pretest will be given first. Any learner difficulties and solutions with the materials will be noted.
Attitudinal questionnaires, in-depth discussions with the learners, and evaluator notes will provide descriptive information about the materials.
Designers will explain to the learners their feedback is needed on instructional materials in the formative stage of development. Their feedback will provide information on how the instructional materials can be improved. The designers/instructor will intervene as little as possible.
The materials will be administered in the manner in which they are intended to be administered in final form. A pretest will be given first. Any learner difficulties and solutions with the materials will be noted.
Attitudinal questionnaires, in-depth discussions with the learners, and evaluator notes will provide descriptive information about the materials.
|
The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
At the time of the field trial, the instructional strategies are as close as possible to the final format. The information collected during the field trial will be used to evaluate:
1) the adequacy of learner performance
2) the feasibility of delivery
3) learner achievement and attitudes
4) instructor procedures and attitude
5) time, cost, space, and equipment (resources)
To ensure that our learner group is as representative of the target population as possible, approximately thirty students will be randomly selected to participate in the field trial.
At the time of the field trial, the instructional strategies are as close as possible to the final format. The information collected during the field trial will be used to evaluate:
1) the adequacy of learner performance
2) the feasibility of delivery
3) learner achievement and attitudes
4) instructor procedures and attitude
5) time, cost, space, and equipment (resources)
To ensure that our learner group is as representative of the target population as possible, approximately thirty students will be randomly selected to participate in the field trial.
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Your final response:
The field trial will take place one to two weeks after the small group evaluations.
The field trial will take place one to two weeks after the small group evaluations.
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Your final response:
A typical instructor (who may have had special training in the use of the instruction) will deliver instruction.
The designer will have no role except to observe the instructional process and to interview learners and the instructor.
The pre- and posttests will be reduced to only assess the most important entry behaviors and skills to be taught.
Any questionnaire will focus on possible interferences with the instruction.
Information gathered during the field trial will be used to:
1) determine whether the changes made after the small group evaluation were effective; and
2) determine whether the instruction can be used in its intended context.
A typical instructor (who may have had special training in the use of the instruction) will deliver instruction.
The designer will have no role except to observe the instructional process and to interview learners and the instructor.
The pre- and posttests will be reduced to only assess the most important entry behaviors and skills to be taught.
Any questionnaire will focus on possible interferences with the instruction.
Information gathered during the field trial will be used to:
1) determine whether the changes made after the small group evaluation were effective; and
2) determine whether the instruction can be used in its intended context.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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