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:
Hi Michael:
You effectively addressed the issues in your second draft. Good work.
Dr. Law
Hi Michael:
Overall, your formative evaluation plan is designed to get at much of what you are looking for to evaluate and improve the instruction. There are a few areas that are potential problems:
One-to-One Evaluation:
You would benefit from having learners that represent the novice, average, and expert in the content domain. This will provide some valuable insights into the learnability of the instruction. The expert may not be able to pick up on some of the weaknesses of the instruction that only a novice learner may be able to identify. You would benefit from having at least a novice and an expert evaluate the instruction during the one-to-one phase. Also, it would be acceptable to select participants based on their motivation levels for making healthy meals as long as this was not a component of your instruction. In other words, if one of the goals of the instruction was to motivate the learners, you would want them to be at least "medium" in their motivation, if not unmotivated, so you could evaluate the effectiveness of this component.
Small Group Evaluation:
The purpose of the small group evaluation is to try out the instruction on a small group (4-8) of the target learners to both gain insights as to how to improve the instruction and to minimize the impact of a large implementation if there are critical errors or problems that surface during the small group evaluation. Consider being more specific in some of the areas that you want to gather data on during the small group evaluation. What type of questions would you ask in the interviews? Are you going to have a pre-test and a post-test?
Field Trial:
Consider being more specific in some of the areas that you want to gather data on during the field trial evaluation. Does the facilitator have an observation checklist and what types of things would be on it? What type of questions would you ask in the interviews? Are you going to have a pre-test and a post-test?
Also, copy the text into Microsoft Word and run a spell check. I think the word review is misspelled often.
Without any revisions, your score would be "Marginal". If you make these changes, I can change it to "Satisfactory". You would need to send the updates in an e-mail since the system will not let you revise an IDA once it has been submitted. Let me know what you want to do. I have not released the feedback yet so I can still change it.
Dr. Law
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:
Lesson OBjective: When given recipes SWBAT create healthy meals using Amercian Dietary Association information from handouts.
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:
The lesson will be evaluated for content, technical accuracy, and quality of instruction.
The SMEs will include nutritionists and Home Economics teachers.
The content reveiw will determine if any mistakes were made in the information, is the nutritional information in the handouts accurate.
The technical accuracy will if the directions of how to read the handouts is correct, and if the directions about what each part of the nutritional information means is clear, and if it is clear how to put this information together to use recipes to create a healthy meal.
The quality of instruction will let is know if the instruciton is efficient and effective.
The lesson will be evaluated for content, technical accuracy, and quality of instruction.
The content reveiw will determine if any mistakes were made in the informaition, is the nutritional information in the handouts accurate.
The technical accuracy will if the directions of how to read the handouts is correct, and if the directions about what each part of the nutritional information means is clear, and if it is clear how to put this information together to use recipes to create a healthy meal.
The quality of instruction will let is know if the instruciton is efficient and effective.
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Your final response:
This will occur as soon as possible after the instructional design is completed. The expert evaluation will precede the small group reveiw so changes can be made before the small group evaluation.
This will occur as soon as possible after the instructional design is completed. The expert evaluation will precede the small group reveiw so changes can be made before the small group evaluation.
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Your final response:
The experts will use a check sheet to evaluate the handouts. The checklist will include an evaluation for positive and negative nutritional information, i.e vitamin A and saturated fat. Each expert will be interviewed for feedback and specific suggestions.
The experts will use a check sheet to evaluate the handouts. The checklist will include an evaluation for positive and negative nutritional information, i.e vitamin A and saturated fat. Each expert will be interviewed for feedback and specific suggetstions.
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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:
Durnig the one-on-one evaluations the learners will evaluate if the instruction was learnable throughout the lesson. The learners will be selected based on their desire to make healthy meals.
Durnig the one-on-one evaluations the learners will evaluate if the instruction was learnable through the lesson. The learners will be selected based on their desire to make healthy meals.
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Your final response:
The evaluation will occur as soon as an outline of the instruction has been created. It will happen before the lesson is thougt to be complete.
The evaluation will occur as soon as an outline of the instruction has been created. It will happen before the lesson is thougt to be complete.
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Your final response:
The situation will be one-on-one with the designer, it will be emphasized to the learner that it is the content not the learner that is being evaluated. As the designer goes through the instruction the participants will make notes and ask questions about confusing areas. The questions will be addressed as they are asked. After the instruction there will be a debriefing with each learner. This will be a time when any remaining questions will be answered and clarification given.
The situation will be one-on-one with the designer, it will be emphasized to teh learner that it is the content not them that is being evaluated. As the designer goes through the instruction the participants will make notes and ask questions about confusing areas. The questions will be addressed as they are asked. After the instruction there will be a debriefing with each learner. This will be a time when any remaining questions will be answered and needed clarification given.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
As with the one-to-one instruction the learnability of the instruction will be evaluated. This will be a group of 5-7 people, they will match the target audience in desire to make healthy meals.
As with the one-to-one instruction the learnability of the instruction will be evaluated. This will be a group of 5-7 people they will match the target audience.
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Your final response:
This will occur immediately after the revisions that are based on expert and one-to-ones are completed.
This will occur immediately after the revisions that are based on expert and one-to-ones are completed.
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Your final response:
This will be through observation of another facilitator presenting the lesson, interviews, and assessments completed by the learners.
This will be reveiw through observation of another facilitator presenting the lesson, interviews, and assessments completed by the learners.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
This will be a group of actual learners that evaluate the learnability of the instruction.
This will be a group of actual learners that evaluate the learnability of the instruction.
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Your final response:
The field instruction will be after the instrucitonal design is completed.
The field instruction will after the instrucitonal design is completed.
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Your final response:
The evaluation will take place in the actual setting of the instruction, a high school Home Economics classroom. Observation of the participants during the instruciton by a facilitator. At the end of the lesson there will be course evaluations and interviews.
The evaluation will take place in the actual setting of the instruction, a high school Home Economics classroom. Observation of the participants during the instruciton by a facilitator. At the end of the lesson there will be course evaluations and interviews.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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