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 Larry:
Your formative evaluation is well designed but looks more like you are evaluating the effectiveness of the transfer of the skills, not the quality of the training itself. In other words, it would be a good level 2 or 3 evaluation looking at did the learners actually learn the skills and apply them on the job. We don't seem to find out much about the quality of the instruction that got them there. Let me know if I missed something here.
Thanks,
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:
A formal training program will be initiated to insure that all services are performed by quick service employees are performed properly.
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:
A written procedure for performing quick services, a check-off sheet and a script for verbal commands will be given to 3 quick service supervisors at separate locations for evaluation. The evaluators (supervisors) will be evaluating the procedures for completeness and structure (does the procedure flow?).
A written procedure for performing quick services, a check-off sheet and a script for verbal commands will be given to 3 quick service supervisors at separate locations for evaluation. The evaluators (supervisors) will be evaluating the procedures for completeness and structure (does the procedure flow?).
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Your final response:
The evaluators (quick service supervisors) will be given one week beginning July 5, 2007, to evaluate and make suggestions as to the completeness and structure of the service procedures and check-off sheets during normal business hours.
The evaluators (quick service supervisors) will be given one week to evaluate and make suggestions as to the completeness and structure of the service procedures and check-off sheets.
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Your final response:
The evaluation will be made by quick service supervisors. If needed, the designer will perform a mock-procedure on a company owned vehicle to demonstrate the procedure, using the written procedure and the check-off sheet.
The evaluation will be made by quick service supervisors. If needed, the designer will perform a mock-procedure on a company owned vehicle to demonstrate the procedure, using the written procedure and the check-off sheet.
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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:
A one-on-one session explaining the procedures of the quick service, the verbal commands and the check off sheets will be performed as needed for any of the three quick service supervisors.
The designer will also supervise a trial of the procedures, the list of verbal commands and a check off list and a one-on-one lesson to students at a local technical school and ask for input from the students on the procedures.
A one-on-one session explaining the procedures will be performed as needed for any of the three quick service supervisors.
The designer will also give the procedures and a one-on-one lesson to students at a local technical school and ask for input on the procedures.
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Your final response:
The one-on-one evaluation will be executed and modified as necessary before the procedures are presented to the management of the service departments.
The one-on-one evaluation will be executed and modified as necessary before the procedures are presented to the management of the service departments.
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Your final response:
Tools used in the evaluation will be the written procedures, the check-off form and the verbal command list.
Tools used in the evaluation will be the written procedure, the check-off form and the verbal command list.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
The procedure will be given to students at a local technical college for a trial run. The designer will observe the completeness of the procedures and the designer will time the procedures.
The procedure will be given to students at a local technical college for a trial run. The designer will observe the completeness of the procedures and the designer will time the procedures.
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Your final response:
Th evaluation will occur before the procedure is presented to the quick service supervisors and the dealer service department managers during normal business hours.
Th evaluation will occur before the procedure is presented to the quick service supervisors and the dealer service department managers.
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Your final response:
Tools used will be basic hand tools, the procedure, and the check-off list for a quick service. The learner will, from start to finish, use the quick service procedure, use the verbal commands and use the check off sheet while performing a quick service, while being observed by a supervisor. The supervisor will perform a quality control check on the vehicle before it leaves the building to insure all portions of the service were completed without mistakes or omissions.
Tools used will be basic hand tools, the procedure, and the check-off list for a quick service.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
One of the dealer quick service bays will conduct a field trial in one of its 2-3 quick service bays. The other bays will conduct business as before. After a one-week trial, the quick service supervisor will have the opportunity to voice opinions of the trial and compare the speed and accuracy of the trial as compared to the other bays within the same service department.
One of the dealer quick service bays will conduct a field trial in one of its 2-3 quick service bays. The other bays will conduct business as before. After a one-week trial, the quick service supervisor will have the opportunity to voice opinions of the trial and compare the speed and accuracy of the trial as compared to the other bays within the same service department.
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Your final response:
The field trial evaluation will occur during normal business hours and will be controlled by the quick service supervisor, using a copy of the procedure and the check-off list. Service time and accuracy will be recorded during this time.
The field trial evaluation will occur during normal business hours and will be controlled by the quick service supervisor, using a copy of the procedure and the check-off list. Service time and accuracy will be recorded during this time.
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Your final response:
The quick service supervisor will conduct the new procedures during normal business hours and after a determined amount of time, one week is suggested, the quick service supervisor will discuss his/her evaluation with the service manager and the designer.
The quick service supervisor will conduct the new procedures during normal business hours and after a determined amount of time, one week is suggested, the quick service supervisor will discuss his/her evaluation with the service manager and the designer.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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