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 Ansley:
Overall, I think you are on track with this plan.
A few comments here:
SME Review - please describe who this person or persons are? Will they have both the subject matter expertise and the instructional design expertise?
Small group and Field Tests:
You should consider using a post-test to measure achievement of the objectives. This would compliment your pre-test and help you identify opportunties for improving the instruction to improve "learnability" from the materials.
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:
Dr. Law--I'm going out on a limb here. I'm doing this assignment so that my group can use it for our project. I'm still not exactly sure about the specifics of our content, but if I'm way off with this Formative Evaluation, please let me know and I'll just start over with something that I'm more familiar with...
Objective: Given the Garden Earth Naturalist Curriculum, teachers will learn a basic overview of how to implement various science-inquiry and service learning activities, as well as be able to access support for any instructional inquiries.
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 first evaluation will be done by a Subject Matter Expert (SME). The SME reviews the lesson on three different levels: the content, the technical accuracy, and the quality of the instruction. The content review will help ensure that no mistakes were made in the information provided to the learners regarding the GEN Ed Curriculum. The SME will ensure that the materials were effective and that the concepts were taught in a logical order. The technical accuracy review will enable us to know if we have errors in directions for getting to lesson plans, Powerpoints, the ListServ, and other Web resources. Finally, the quality of instruction review will let us know if the instruction promotes active learning (which will increase learner comprehension). The SME will review instruction in order to verify that higher order thinking skills are maximized throughout the lesson. Mainly, the SME will ensure that the learning is valid and effective.
The first evaluation will be done by a Subject Matter Expert (SME). The SME reviews the lesson on three different levels: the content, the technical accuracy, and the quality of the instruction. The content review will help ensure that no mistakes were made in the information provided to the learners regarding the GEN Ed Curriculum. The SME will ensure that the materials were effective and that the concepts were taught in a logical order. The technical accuracy review will enable us to know if we have errors in directions for getting to lesson plans, Powerpoints, the ListServ, and other Web resources. Finally, the quality of instruction review will let us know if the instruction promotes active learning (which will increase learner comprehension). The SME will review instruction in order to verify that higher order thinking skills are maximized throughout the lesson. Mainly, the SME will ensure that the learning is valid and effective.
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Your final response:
The SME will do the evaluation before the one-to-one evaluation with the learners. This evaluation will be ongoing throughout the formative evaluation process.
The SME will do the evaluation before the one-to-one evaluation with the learners. This evaluation will be ongoing throughout the formative evaluation process.
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Your final response:
The SME will be given a checklist to use (see Appendix) in order to document the review. The SME will rank each item on a scael of 1-5, (1=unsatisfactory, 5=excellent). After the review, the SME will be asked to give comments on any items ranked lower than a 3. Interviews will be scheduled with the SME to discuss any comments or advice. Revisions will then be made based on the SME’s review of the lesson.
The SME will be given a checklist to use (see Appendix) in order to document the review. The SME will rank each item on a scael of 1-5, (1=unsatisfactory, 5=excellent). After the review, the SME will be asked to give comments on any items ranked lower than a 3. Interviews will be scheduled with the SME to discuss any comments or advice. Revisions will then be made based on the SME’s review 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:
Three learners will be selected to preview the materials. These three learners will be selected from the target population (fourth and fifth grade teachers). They will have three different levels of knowledge of the topic: novice, average, and experienced. The learners will evaluate the instruction and the materials. They will be encouraged to communicate any issues with instruction, vocabulary, directions, etc. to the designers.
Three learners will be selected to preview the materials. These three learners will be selected from the target population (fourth and fifth grade teachers). They will have three different levels of knowledge of the topic: novice, average, and experienced. The learners will evaluate the instruction and the materials. They will be encouraged to communicate any issues with instruction, vocabulary, directions, etc. to the designers.
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Your final response:
This stage will precede the small group trial and will follow the review of materials by the SME.
This stage will precede the small group trial and will follow the review of materials by the SME.
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Your final response:
At least one designer will sit with each learner individually as they work through the lesson. They will discuss the instruction thoroughly; notes will be taken on when the material gets confusing, or when the learner has a negative response to the instruction. Afterwards, the designers will conduct interviews with each learner individually, as well as as a group with all three participants together. This will give the designers a clear understanding of the learners' comprehension (or misunderstanding) of the materials and instruction.
At least one designer will sit with each learner individually as they work through the lesson. They will discuss the instruction thoroughly; notes will be taken on when the material gets confusing, or when the learner has a negative response to the instruction. Afterwards, the designers will conduct interviews with each learner individually, as well as as a group with all three participants together. This will give the designers a clear understanding of the learners' comprehension (or misunderstanding) of the materials and 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:
The small-group evaluation will be composed of six to eight learners from the target population. These learners will be evaluating the instructional materials based on clarity of instruction and ease of learning the materials. The learners will focus on vocabulary, wording of directions, and possible gaps in understanding the lesson. The designers will be measuring the time length needed to complete the lesson in this step.
The small-group evaluation will be composed of six to eight learners from the target population. These learners will be evaluating the instructional materials based on clarity of instruction and ease of learning the materials. The learners will focus on vocabulary, wording of directions, and possible gaps in understanding the lesson. The designers will be measuring the time length needed to complete the lesson in this step.
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Your final response:
The small-group evaluation will occur after the revisions have been made based on the one-on-one evaluations.
The small-group evaluation will occur after the revisions have been made based on the one-on-one evaluations.
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Your final response:
Several methods will be used to gather data in this step. The designers will prepare an assessment and a questionnaire (see Appendix) for the small-group trials. The assessment will be used to gauge the learners' understanding. This assessment will be a prototype of the final assessment that will be used with the completed instructional materials. A pretest will also be employed in order to get a feel for the learners' background knowledge of the topic. The designers will also observe the lesson in progress. They will take notes on how the group reacts to the instruction (where it was confusing or poorly worded). Finally, the designers will conduct interviews (individually and as a group) that will measure the learners' understanding of course materials.
Several methods will be used to gather data in this step. The designers will prepare an assessment and a questionnaire (see Appendix) for the small-group trials. The assessment will be used to gauge the learners' understanding. This assessment will be a prototype of the final assessment that will be used with the completed instructional materials. A pretest will also be employed in order to get a feel for the learners' background knowledge of the topic. The designers will also observe the lesson in progress. They will take notes on how the group reacts to the instruction (where it was confusing or poorly worded). Finally, the designers will conduct interviews (individually and as a group) that will measure the learners' understanding of course materials.
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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 field trial will be a "dress rehearsal" for instruction. It will involve a group of 25-30 participants from the target population. The learners' abilities will range in skill level from little background knowledge of environmental education to learners who know about a lot about the topic. Designers will not provide direct instruction, but there will be instructors available who will go through the field test.
The field trial will be a "dress rehearsal" for instruction. It will involve a group of 25-30 participants from the target population. The learners' abilities will range in skill level from little background knowledge of environmental education to learners who know about a lot about the topic. Designers will not provide direct instruction, but there will be instructors available who will go through the field test.
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Your final response:
The field trial will be after the small-group evaluation and after all revisions have been made to the instructional materials.
The field trial will be after the small-group evaluation and after all revisions have been made to the instructional materials.
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Your final response:
The evaluation will take place in the same setting that the instruction will be used on a regular basis. The designers will play a minimal role in the field trial. The procedure should follow that of the small group evaluation, with the questionnaire, assessment, pretest, designer observations, and interviews occurring during this stage. The data will then be summarized and final revisions will be made to the lesson.
The evaluation will take place in the same setting that the instruction will be used on a regular basis. The designers will play a minimal role in the field trial. The procedure should follow that of the small group evaluation, with the questionnaire, assessment, pretest, designer observations, and interviews occurring during this stage. The data will then be summarized and final revisions will be made to the lesson.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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