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 Anita:
Your formative evaluation is well designed and should provide you with the necessary data at each point to make instructional design decisions on how to improve the materials (if necessary). Your small group evaluation talks about the focus being "learnability" but you spend a good deal of time analyzing other issues such as cost and viability. I would make the emphasis on learnability in the type of data you indicate that you are gathering.
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:
Given 12 templates from Google Page Creator's available choices, SWBAT identify the appropriate template by describing which template should be used based on purpose of the site planned.
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:
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 regarding selecting the appropriate template from the 12 templates available from Google Page Creator. The SMEs will comment on the accuracy and currency of the instruction.The technical accuracy review will enable us to know if we have errors in directions for selecting the appropriate template to be used based on purpose of the site planned. The SMEs will critique on the type of learning outcome involved. The SME which is conversant on the target population (adult learners) will evaluate the appropriateness of the material for the eventual performance context. The quality of instruction review will let us know if the instruction is as effective and efficient as possible.
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 regarding selecting the appropriate template from the 12 templates available from Google Page Creator. The SMEs will comment on the accuracy and currency of the instruction.The technical accuracy review will enable us to know if we have errors in directions for selecting the appropriate template to be used based on purpose of the site planned. The SMEs will critique on the type of learning outcome involved. The SME which is conversant on the target population (adult learners) will evaluate the appropriateness of the material for the eventual performance context. The quality of instruction review will let us know if the instruction is as effective and efficient as possible.
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Your final response:
Will be based on the experts’ time frame, but will hope to have the three reviews (content, technical accuracy and quality of instruction) completed prior to small group evaluation by the learners.
Will be based on the experts’ time frame, but will hope to have the three reviews (content, technical accuracy and quality of instruction) completed prior to small group evaluation by the learners.
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Your final response:
The review will be conducted through checklists and interviews with the experts. The checklists will be provided for the experts to guide their review. The interviews will take place after the review and checklists are completed to clarify any information. Results and trends will produce a plan of action for revision of the lesson.
The review will be conducted through checklists and interviews with the experts. The checklists will be provided for the experts to guide their review. The interviews will take place after the review and checklists are completed to clarify any information. Results and trends will produce a plan of action for revision of the lesson.
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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:
3 sample learners will be selected for the evaluation of the “learnability” of the instruction. The learners will be selected based on their level of prior knowledge regarding the subject: novice, average, experienced. The following will be the three main criteria for the one-t-one evaluation with learners.
1. Clarity - Is the messge or what is being presented, clear to the individual target learners?
2. Impact - What is the impact of the instruction on individual learner's attitudes and achievement of the objectives and goals?
3. Feasibility - How feasible is the instruction given the available resources (time/context)?
3 sample learners will be selected for the evaluation of the “learnability” of the instruction. The learners will be selected based on their level of prior knowledge regarding the subject: novice, average, experienced. The following will be the three main criteria for the one-t-one evaluation with learners.
1. Clarity - Is the messge or what is being presented, clear to the individual target learners?
2. Impact - What is the impact of the instruction on individual learner's attitudes and achievement of the objectives and goals?
3. Feasibility - How feasible is the instruction given the available resources (time/context)?
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Your final response:
The one-on-one sessions will occur early in the process – after initial sketches are created of the instruction.
The one-on-one sessions will occur early in the process – after initial sketches are created of the instruction.
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Your final response:
The designer will sit with each learner as they go through the instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. On the printed handout the learner can underline or highlight unfamiliar words, unclear examples, illustrations, paragraphs or mark directions that are confusing. The learner will write down unclear terms presented in the DVD tutorial. The DVD can be stoped at any point so that the learner can interact with the evaluator regarding confusing information. Observations as the learner read or listens to/watches the DVD to look for signs of anxiousness, boredom, and fatigue.
An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information. Results and trends will be documented and will be used to formulate a plan of action for a revision of the lesson.
The designer will sit with each learner as they go through the instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. On the pirinted handout the learner can underline or highlight unfamiliar words, unclear examples, illustrations, paragraphs or mark directions that are confusing. The learner will write down unclear terms presented in the DVD tutorial. The DVD can be stoped at any point so that the learner can interact with the evaluator regarding confusing information. Observations as the learner read or listens to/watches the DVD to look for signs of anxiousness, boredom, and fatigue.
An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information. Results and trends will be documented and will be used to formulate a plan of action for a revision of the lesson.
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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-on-one sessions, the small group of learners will be evaluating the
"learnability” of the instruction. Criterial will include:
1. To determine the effectiveness of the changes made following the one-to-one evaluation
2. Identify any remaining learning problems that learners may have.
A group of 5-6 learners most closely matching the target audience (novice, adult-learners, senior citizens/mature learners, familiarity with computer-based instruction) will be selected for this round of evaluation.
Prototypes of the Tutorial Handout and DVD Tutorial will be tested.
As with the one-on-one sessions, the small group of learners will be evaluating the learnability” of the instruction. Criterial include:
1. To determine the effectiveness of the changes made following the one-to-one evaluation
2. Identify and remaining learning problems that learners may have.
A group of 5-6 learners most closely matching the target audience (novice, adult-learners, senior citizens/mature learners, familiarity with computer-based instruction) will be selected for this round of evaluation.
Prototypes of the Tutorial Handout and DVD Tutorial will be tested.
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Your final response:
The small group session will occur after the prototypes of the instruction are created.
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. Assessments, including pretests and posttests, will be used as well as a post-instruction interview. Whether lesson objectives and performance objectives are achieved will be reviewed.
Data will be gathered about the time required to complete the instruction and required performance measures, the cost and viability of delivering the instruction in the format (hard copy, DVD, Instructor-Feedback) and enviornment (classroom at a local library), and the attitudes of those implementing the instruction.
Several methods will be used to gather information. Assessments, including pretests and posttests, will be used as well as a post-instruction interview. Whether lesson objectives and performance bjectives are achieved will be reviewed.
Data will be gathered about the time required to complete the instructiona and required performance measures, the cost and viability of deliving the instruction in the format (hard copy, DVD, Instructor-Feedback) and enviornment (classroom at a local library), and the attitudes of those implementing the instruction.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Again, the learners in the field test will be evaluating the “learnability” of the instruction. The learners in the field test will be the actual learners who will be using the instruction once it is completed. In this stage of formative evaluation, the material will closely resemble the intended instruction for ultimate use.
This will include:
1. Effective - Evaluating whether the changes in instruction after the small-group stage was effective.
2. Feasability - Can the Instruction be used in the context for which it was intended?
3. Outcomes- Did the instruction lead to an achievement of the objectives and goals?
Again, the learners in the field test will be evaluating the “learnability” of the instruction. The learners in the field test will be the actual learners who will be using the instruction once it is completed. In this stage of formative evaluation, the material will closely resemble the intended instruction for ultimate use.
This will include:
1. Effective - Evaluating whether the changes in instruction after the small-group stage was effective.
2. Feasability - Can the Instruction be used in the context for which it was intended?
3. Outcomes- Did the instruction lead to an achievement of the objectives and goals?
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Your final response:
The field test will occur after the design of the instruction is complete.
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 actual setting (local library, small classroom, individual computer workstations, instructor workstation, internet access, large screen, projector, etc.) where the instruction will be conducted on a regular basis. As with the small group, assessments will be used as well as a post-instruction interview.
The evaluation will take place in the actual setting (local library, small classroom, individual computer workstations, instructor workstation, internet access, large screen, projector, etc.) where the instruction will be used on a regular basis. As with the small group, assessments will be used as well as a post-instruction interview.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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