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, Radcliffe
Overall, you did a great job on this IDA. I think you understand the purpose of formative evaluation and have a clear and specific plan to conduct one. In the “how” part of the small group and field test, “quantitative data will be obtained from the lesson’s assessment activity” could be a little more specific. I am wondering what kinds of quantitative data will be gathered from the assessment. Also, some of the “how” part in your field test could be also used in small group formative evaluation.
Keep up with the great work.
Please let me know if you have any questions.
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:
Given a word with a silent e at the end, SWBAT demonstrate how to apply the silent e phonic rule by reading 80 % of vce words found in the Grade 1 Dolch sight word list.
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 Experts (Curriculum Resource Teacher) will review the lesson plan at three levels.
1. Content: Is the sequence of the content matter presentation effective and is the vocabulary and interest level approriate for grade one?
2 Technical accuracy: Does the technology of the video at starfall.com work consistently and is the information provided in this lesson technically correct.
3. Quality of instruction: Does the instruction have an appropriate scope and is there clarity and appropriateness in the phonic assesment sheet?
The Experts (Curriculum Resource Teacher) will review the lesson plan at three levels.
1. Content: Is the sequence of the content matter presentation effective and is the vocabulary and interest level approriate for grade one?
2 Technical accuracy: Does the technology of the video at starfall.com work consistently?
3. Quality of instruction: Does the instruction have an appropriate scope and is there clarity and appropriateness in the phonic assesment sheet?
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Your final response:
After the lessons which teach the prerequisite skills and before small group evaluation by the learners take place.
After the previous lesson and before small group evaluation by the learners take place.
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Your final response:
The review will take place through checklists and interviews with the experts.
I will provide a Learning Focus checklist for the experts. They will be able to evaluate the lesson design based on the required format for lesson planning, which is stipulated by our school district. My classroom and computer will be
availabe to the experts. They will be able to see the graphic organizers and the workplace in which the lesson will take place. I will then review the experts checklist and then intervies them to obtain clarification.
The review will take place through checklists and interviews with the experts.
I will provide a Learning Focus checklist for the experts. They will be able to evaluate the lesson design based on the required format for lesson planning, which is stipulated by our school district. My classroom and computer will be
availabe to the experts. They will be able to see the graphic organizers and the workplace in which the lesson will take place. I will then review the experts checklist and then intervies them to obtain clarification.
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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:
I will chose two students who are not a part of my group of Early Intervention Program students, but are in the main classroom environment. This will enable me to test the learnability and effectiveness of the instruction. I will work with them individually. If these students have problems, it will become obvious that my Early Intervention Students will most likely have problems as well.
I will chose two students who are not a part of my group of Early Intervention Program students, but are in the main classroom environment. This will enable me to test the learnability and effectiveness of the instruction. I will work with them individually. If these students have problems, it will become obvious that my Early Intervention Students will most likely have problems as well.
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Your final response:
This will occur early after the frst draft of the lesson plan.
This will occur early after the frst draft of the lesson plan.
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Your final response:
This will take place in one on one sessons. I will sit with the student and go over the pre-instructional activities and the content presentation. I will also be the student's partner in carrying out the independent practice so that I will able to monotor problem areas. I will make a note of areas that required extra clarification by the learner after the instruction has taken place.
This will take place in one on one sessons. I will sit with the student and go over the pre-instructional activities and the content presentation. I will also be the student's partner in carrying out the independent practice so that I will able to monotor problem areas. I will make a note of areas that required extra clarification by the learner after the instruction has taken place.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
A group of 8 students will be the group of learners who will also evaluate the learnability of the instruction. This will allow for 4 groups during the independent practice.
A group of 8 students will be the group of learners who will also evaluate the learnability of the instruction. This will allow for 4 groups during the independent practice.
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Your final response:
This will occur after the prototypes (lesson plans) of the instruction are created and revised by all experts and one and one with a few students.
This will occur after the prototypes (lesson plans) of the instruction are created and revised by all experts and one and one with a few students.
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Your final response:
-Quantitative data will be obtained from the lesson's assessment activity.
-Quantitative data will be obtained from the lesson's assessment activity.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
The learnability of the lesson will be assessed by working with about 20 of the EIP students of my teaching partners. These students will not be the actual learners but will be representative in terms of ability to my group.
The learnability of the lesson will be assessed by working with about 20 of the EIP students of my teaching partners. These students will not be the actual learners but will be representative in terms of ability to my group.
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Your final response:
After the design of the instruction is complete.
After the design of the instruction is complete.
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Your final response:
-Quantitative data will be obtained from the lesson's assessment activity.
-The students will also be questioned after the lesson to ask them about areas of instruction that were not clear to them.
-The students will also rate the lesson in terms of interest.
-I will also video tape the lesson and review so that I can closely inspect the atitudes of students during isntruction.
-Quantitative data will be obtained from the lesson's assessment activity.
-The students will also be questioned after the lesson to ask them about areas of instruction that were not clear to them.
-The students will also rate the lesson in terms of interest.
-I will also video tape the lesson and review so that I can closely inspect the atitudes of students during isntruction.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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