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 Heather:
Your evaluation plan looks good. I think you have done a good job choosing the necessary audiences for each type of evaluation. The area that you describe as "What" should be more about the aspects of your instruction that you are going to evaluate such as content accuracy, ease of use, motivation, etc. I know you have some of this in your plan but it should appear in the "What" sections. No need to resubmit it. Also, in your final evaluation plan you will want to be more specific about the types of questions you will be asking and the other types of information you want to gather with tools like the checklists.
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 GEN curriculum materials, Teachers will be able to implement (demonstrate) the Pollination Department lesson to students either throughout the regular school activities or in an after-school club with support of the written activity guide and provided supplies.
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:
Subject-matter: An ecology educator, who knows both scientific background and is proficient in teaching and curricula writing principles.
The accuracy of the background and scientific information provided in the instruction and support materials, as well as the usability of the curricula format.
Learning: Education Director, State Botanical Garden of Georgia. This expert is the main writer and developer of the Garden Earth Naturalist curricula. She also has led multiple teacher training workshops, therefore knows how best to implement the instruction.
Learner: A 5th grade teacher who has uses the Garden Earth Naturalist curricula with their school. This expert also is in charge of the Environmental Education committee at their school, therefore has prior experience instructing other teachers on this subject matter (not GEN specifically). This expert will also evaluate the effectiveness of technology support (online videos, listserv, PowerPoints, etc)
Subject-matter: An ecology educator, who knows both scientific background and is proficient in teaching and curricula writing principles.
The accuracy of the background and scientific information provided in the instruction and support materials, as well as the usability of the curricula format.
Learning: Education Director, State Botanical Garden of Georgia. This expert is the main writer and developer of the Garden Earth Naturalist curricula. She also has led multiple teacher training workshops, therefore knows how best to implement the instruction.
Learner: A 5th grade teacher who has uses the Garden Earth Naturalist curricula with their school. This expert also is in charge of the Environmental Education committee at their school, therefore has prior experience instructing other teachers on this subject matter (not GEN specifically). This expert will also evaluate the effectiveness of technology support (online videos, listserv, PowerPoints, etc)
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Your final response:
Subject-matter: Throughout full design and implementation process. SME will be active in the design, therefore evaluation will be continuous. A final edit/evaluation will take place at the end of design phase.
Learning: This expert will be evaluate workshop design along with materials in the planning phase. They will also evaluate after the small-group and field trial, being present at both implementations.
Learner: Will be active during planning phase and also participate in the small-group and field trial evaluations.
Subject-matter: Throughout full design and implementation process. SME will be active in the design, therefore evaluation will be continuous. A final edit/evaluation will take place at the end of design phase.
Learning: This expert will be evaluate workshop design along with materials in the planning phase. They will also evaluate after the small-group and field trial, being present at both implementations.
Learner: Will be active during planning phase and also participate in the small-group and field trial evaluations.
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Your final response:
Evaluation will be primarily through interview/spoken comments, as well as written edits to any print materials.
Evaluation will be primarily through interview/spoken comments, as well as written edits to any print 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:
Two additional teachers will be selected, one 4th grade and one 5th grade. These teachers will be selected based on their interest in EE and will be a part of the EE committee at Fowler Drive Elementary. The reason for this selection is their basic understanding of EE and other materials used in the classroom. Prior trainings will give background and comparison for the evaluation of the GEN training and materials.
Two additional teachers will be selected, one 4th grade and one 5th grade. These teachers will be selected based on their interest in EE and be a part of the EE committee at Fowler Drive Elementary. The reason for this selection is a basic understanding of EE and other materials used in the classroom. Prior trainings will give background and comparison for the evaluation of the GEN training and materials.
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Your final response:
This evaluation will occur at the initial completion of the workshop and material formation. These teachers will review the technology support materials at their completion and make suggestions for any revisions or changes to ease of usability.
This evaluation will occur at the initial completion of the workshop and material formation. These teachers will review the technology support materials at their completion and make suggestions for any revisions or changes to ease of usability.
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Your final response:
Mainly through interview, but a written checklist of concepts and key points will also be developed to provide written feedback on each aspect of the instruction.
Mainly through interview, but a written checklist of concepts and key points will also be developed to provide written feedback on each aspect of the instruction.
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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 larger group of teachers (5-10) will be invited to evaluate the GEN instruction workshop and materials. These teachers will not be part of the EE Committee, so to get feedback from participants without EE background.
A larger group of teachers (5-10) will be invited to evaluate the GEN instruction workshop and materials. These teachers will not be part of the EE Committee, so to get feedback from participants without EE background.
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Your final response:
After the one-on-one evaluation, to ensure any initial errors have been addressed. All materials and planning will be complete at this point.
After the one-on-one evaluation, to ensure any initial errors have been addressed. All materials and planning will be complete at this point.
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Your final response:
Verbal interviews and checklist. A basic pre and post-test will be given to assess the knowledge gained from the instruction. Any gaps in knowledge will be discussed with the small group, in an attempt to decipher if the instruction was lacking in this area.
Verbal interviews and checklist. A basic pre and post-test will be given to assess the knowledge gained from the instruction. Any gaps in knowledge will be discussed with the small group, in an attempt to decipher if the instruction was lacking in this area.
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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 workshop will be implemented at another school, in the same county, that has similar characteristics to Fowler Drive Elementary. Every effort will be made to use the same amount of teachers and general gender and ethnic ratios as those found at Fowler Drive. This school also has an EE Committee, so has some experience with EE in the classroom.
The workshop will be implemented at another school, in the same county, that has similar characteristics to Fowler Drive Elementary. Every effort will be made to use the same amount of teachers and general gender and ethnic ratios as those found at Fowler Drive. This school also has an EE Committee, so has some experience with EE in the classroom.
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Your final response:
After the one-on-one and small group evaluations, to ensure any initial errors have been addressed. All materials and planning will be complete at this point.
After the one-on-one and small group evaluations, to ensure any initial errors have been addressed. All materials and planning will be complete at this point.
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Your final response:
Verbal interviews and checklist. The group of 25 will be broken down into smaller groups of 5 teachers and will be surveyed on their experience with the instruction.
A basic pre and post-test will be given to assess the knowledge gained from the instruction. Any gaps in knowledge will be discussed with the small group, in an attempt to decipher if the instruction was lacking in this area.
A basic survey of the instruction workshop and materials. This will include a projected cost (if any) of attending the workshop, the location, ease of use of materials, etc. The hope is to address any final complaints before finalizing the materials.
After two months of using the GEN materials in the classroom, these teachers will be surveyed again on any areas they feel they could have used further instruction or any additional ongoing support needed.
One or more project experts (SME, Learning, Learner) will visit the school and observe multiple teachers involved in the field trial. Evaluation will include the observed grasp of the instruction, how it is implemented with students, and any obvious gaps in both ecological knowledge and instructional transfer to students.
Verbal interviews and checklist. The group of 25 will be broken down into smaller groups of 5 teachers and will be surveyed on their experience with the instruction.
A basic pre and post-test will be given to assess the knowledge gained from the instruction. Any gaps in knowledge will be discussed with the small group, in an attempt to decipher if the instruction was lacking in this area.
A basic survey of the instruction workshop and materials. This will include a projected cost (if any) of attending the workshop, the location, ease of use of materials, etc. The hope is to address any final complaints before finalizing the materials.
After two months of using the GEN materials in the classroom, these teachers will be surveyed again on any areas they feel they could have used further instruction or any additional ongoing support needed.
One or more project experts (SME, Learning, Learner) will visit the school and observe multiple teachers involved in the field trial. Evaluation will include the observed grasp of the instruction, how it is implemented with students, and any obvious gaps in both ecological knowledge and instructional transfer to students.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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