Overall Instructor Rating: Marginal

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 Roy: Here are a few things that you should consider addressing in your IDA: SME Review What is being evaluated? You should be more specific about the focus of the SME evaluation of your materials. You state that they are evaluating the instructional design of the materials, which may or may not be warranted since they may not be trained in instructional design to detect weaknesses in your design. The SME review should be geared towards content specific issues such as comprehensiveness, accuracy, good selection of examples (relevancy), etc, things that a content expert would know. If your SME's are also recognized as exemplary teachers in the content area then it may be useful to get feedback related to the instructional design quality of the instruction. Also, you mention that the evaluation will occur 2-4 weeks after the implementation of the unit. If the unit is implemented in the actual context that it is intended, then the evaluation is not formative but rather summative in nature. The goal of formative evaluation is to improve the instruction before it is implemented in its final intended context. One-on-one evaluation: Your "What" is very narrow compared to your overall objective. If you are evaluating only one lesson, then I guess that makes sense. Typically you would evaluate all lessons at each stage of the evaluation unless you are using a rapid prototyping methodology in which you plan on doing multiple evaluations along the way to inform the design of your instruction. The "How" looks good at getting at the "learnability" or effectiveness of the instruction. You would also benefit from asking the learner about difficulties that may have experienced with the instruction, especially if it is a student that struggled. Were the directions confusing? Were there enough examples, practice, feedback? The tests scores tell you one thing, these questions get at more of the "why" which is what you need to make adjustments. Small Group: You made some good improvements from your first and last drafts. My only comment is the same that I stated for the one-on-one evaluations which is you need to conduct some follow up interviews or focus groups to get at things about your instruction that could be improved upon to make it more effective. You may find out that it is very effective and well received by the students. That is a good thing to know as well if the test scores support it. Field Trial: Same thing, consider including a evaluation survey to gather additional data about the instructional components. The use of item analysis to evaluate the test items for reliability is a good idea. I can give you a marginal score for this effort, but I'd like to give you the opportunity to make some revisions based on my feedback to get a higher score. Let me know if you would like to resubmit 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:

The student will be able to identify and differentiate from northern, souther, or circumpolar constellations. The student will be able to explain why some constellations are visible all year and some are only visible certain times of the year.

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.