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 Emily:
This is a very thorough and well designed evaluation plan. You included details on the types of things you were interested in evaluating and the questions you would use to gather that data. I liked the way you structured your data gathering efforts by providing your reviewers places to write comments next to topics covered. This should help both guide their efforts so they don't skip over anything as well as make it easier for you to analyze the data.
One question, what type of questions would you use in the group discussion? Is there different type of data that you would expect to get from this method than the other methods? If so, how could you structure this session to get the most out of it and guide the discussion to meet your needs?
Also, is anonymity something that would help you get more candid answers on the mail-in survey, or does it not matter much with this group (i.e., it's better to identify them for follow-up purposes).
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 the GEN Curriculum, teachers will be able to demonstrate the ability to incorporate EE lessons cross-curricular throughout the normal school day by creating two lesson plans in two different subject areas not including science. This section will include focus on Understanding by Design and Georgia Performance Standards.
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:
We will have the experts review the lesson's content, accuracy, and appropriateness of the material for the setting.
My experts would include and Environmental Education instructor who is extremely familiar with the GEN Curriculum(SME) and a traditional school teacher familiar with Georgia Performance Standards and Learning By Design Principles (learning expert). If funding is available we could hire an educational psychologist to review our materials as well (learner specialist).
The content review will make sure that we are not missing anything related to our objective. The lesson's accuracy will be important, specifically concerning the Georgia Performance Standards. Also, we will need to keep the context in mind to be sure that the instruction is appropriate for the actual lesson to take place and be successful.
We will have the experts review the lesson's content, accuracy, and appropriateness of the material for the setting.
The content review will make sure that we are not missing anything related to our objective. The lesson's accuracy will be important, specifically concerning the Georgia Performance Standards. Also, we will need to keep the context in mind to be sure that the instruction is appropriate for the actual lesson to take place and be successful.
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Your final response:
Of course our SME is constantly reviewing these things throughout the creation of our project. We will plan to include additional reviews before or during the one-on-one sessions.
Of course our SME is constantly reviewing these things throughout the creation of our project. We will plan to include additional reviews before or during the one-on-one sessions.
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Your final response:
First we will provide our experts with our materials (everything we have thus far) and discuss their task--explaining that their comments will aid us in evaluating and revising our instruction. We will provide them with an outline of our project and individual objectives, so that they will have specific points to comment on. We will then speak directly with the experts (interviews) after they have had time to go over our materials.
First we will provide our experts with our materials (everything we have thus far) and discuss their task--explaining that their comments will aid us in evaluating and revising our instruction. We will provide them with an outline of our project and individual objectives, so that they will have specific points to comment on. We will then speak directly with the experts (interviews) after they have had time to go over our materials.
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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:
We will select several sample learners from the teachers who participated in our Learner Analysis Survey. We will select one teacher who has used GEN Materials in the past, one teacher who has not used GEN but who has used other EE Curriculum in the past, and one teacher who has not tried to incorporate EE into their regular instructions.
These sample teachers will be commenting on the overall message of our instruction. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints?
We will select several sample learners from the teachers who participated in our Learner Analysis Survey. We will select one teacher who has used GEN Materials in the past, one teacher who has not used GEN but who has used other EE Curriculum in the past, and one teacher who has not tried to incorporate EE into their regular instructions.
These sample teachers will be commenting on the overall message of our instruction. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints?
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Your final response:
One-on-one sessions will occur after the initial "Learner Analysis Survey" has been completed and the results have been analyzed. This evaluation is extremely important and should be completed as soon as we have created an outline for our instructional design.
One-on-one sessions will occur after the initial "Learner Analysis Survey" has been completed and the results have been analyzed. This evaluation is extremely important and should be completed as soon as we have created an outline for our instructional design.
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Your final response:
Because we will only be using a few one-on-one teacher sessions, we will be able to personally observe the evaluation. The designer(team) will make note of where problems occur with the instruction. Learners will be able to notify the team/designer of their confusion and propose alternatives which will be recorded. After the learner completes the review of materials, they will be able to make comments and ask questions if needed.
Because we will only be using a few one-on-one teacher sessions, we will be able to personally observe the evaluation. The designer(team) will make note of where problems occur with the instruction. Learners will be able to notify the team/designer of their confusion and propose alternatives which will be recorded. After the learner completes the review of materials, they will be able to make comments and ask questions if needed.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
Similar to the one-on-one sessions, the small group of learners/teachers will be chosen from the surveyed teachers. This group will probably not be teachers who have participated in the GEN curriculum before this, so that the group more closely resembles what our target learners.
The group will also be commenting on the clarity, impact, and feasibility of the instruction. The focus will be to make sure we have revised the overall message of our instruction in earlier steps. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints? Have these questions been addressed?
Similar to the one-on-one sessions, the small group of learners/teachers will be chosen from the surveyed teachers. This group will probably not be teachers who have participated in the GEN curriculum before this, so that the group more closely resembles what our target learners.
The group will also be commenting on the clarity, impact, and feasibility of the instruction. The focus will be to make sure we have revised the overall message of our instruction in earlier steps. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints? Have these questions been addressed?
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Your final response:
After the one-on-one sessions, and the resulting revisions.
After the one-on-one sessions, and the resulting revisions.
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Your final response:
The group session should provide more room for discussion. We will use a questionnaire that will have room for multiple comments and suggestions.
The group session should provide more room for discussion. We will use a questionnaire that will have room for multiple comments and suggestions.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Our actual target learners. They will be evaluating the same thing as the other groups:
Is our material appropriate? Clear? Concise? Effective? Efficient? The group will also be commenting on the clarity, impact, and feasibility of the instruction. The focus will be to make sure we have revised the overall message of our instruction in earlier steps. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints? Have these questions been addressed?
Our actual target learners. They will be evaluating the same thing as the other groups:
Is our material appropriate? Clear? Concise? Effective? Efficient? The group will also be commenting on the clarity, impact, and feasibility of the instruction. The focus will be to make sure we have revised the overall message of our instruction in earlier steps. Is it appropriate for instruction of 5th grade teachers? Will it motivate them to apply what they have learned into their individual classrooms? What are our time constraints? What are our time constraints? Have these questions been addressed?
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Your final response:
Once we have made adjustments recommended during the one-on-one and group sessions, and have completed our design.
Once we have made adjustments recommended during the one-on-one and group sessions, and have completed our design.
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Your final response:
We will use a post-instruction interview and here we will be able to specifically address the context of the instruction because the field test was in the actual setting in which the instruction will be used. I would also include a post activity survey so that teachers could mail/email comments after they have facilitated GEN lessons with their students.
We will use a post-instruction interview and here we will be able to specifically address the context of the instruction because the field test was in the actual setting in which the instruction will be used.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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