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:
Excellent job on this IDA! Though your notes are brief, at almost every stage it is clear that you "get it." You even added more detail to the "who" portion here and there, which is very helpful.
I do have several points for you to consider:
1) In the Experts section, the When should not be presented as happening after the instruction has been conducted, because at this point you would not have run the instruction with learners yet. The expert review is an evaluation tool that can help to make sure you are ready for the first encounter with learners. It is a review, not a trial run.
2) In the When of the One-to-One section, just a seemingly small but important point: you say that you will run the one-to-one trial as soon as an initial instructional *plan* has been created. But remember that you are not just creating a plan but developing an instructional package, including materials. So it is after the initial development of instruction has been done (hopefully having benefited from an expert review along the way) that you can begin working with learners.
You do seem to be clear about this process in general, as exemplified by your When entry for the Small Group section ("following the one-on-one lessons, the draft lesson will be developed further"), so my comments above are hopefully just reminders for you.
3) For your small group trial, what are the assessments? You say "a questionnaire, checklist and assessments" but don't specify what the assessments are. Are they different from the questionnaire and checklist, as I think they are?
4) For your field trial, you are doing a good job planning for learner feedback from this session, but you haven't included assessment of learning. You will still need to measure learning at this stage, using whatever instruments would be appropriate.
Other than these thoughts, I have no other complaint. The main thing is to be specific about how you plan to measure learning, along with the kinds of assessment instruments you plan to use, even if those instruments are not yet developed.
Once again, a great IDA!
Greg
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 resource tool GALILEO for locating information, the SWBAT demonstrate writing a citation according to MLA standards for an assigned school research paper.
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:
I will have SMEs (ideally two classroom teachers and another media specialist) review the lesson on three levels:
1. Lesson content and flow
Review of lesson content and flow will ensure that all the items mentioned and their sequence are logical and included.
2. Technical accuracy
Review of the handouts is necessary for identifying technical errors. All relevant information for using GALILEO properly must be present. Handouts that require learner input must be explicit to minimize confusion.
3. Quality of instruction
Review of quality of instruction will focus on effectiveness of instruction.
I will have SMEs (ideally two classroom teachers and another media specialist) review the lesson on three levels:
1. Lesson content and flow
Review of lesson content and flow will ensure that all the items mentioned and their sequence are logical and included.
2. Technical accuracy
Review of the handouts is necessary for identifying technical errors. All relevant information for using GALILEO properly must be present. Handouts that require learner input must be explicit to minimize confusion.
3. Quality of instruction
Review of quality of instruction will focus on effectiveness of instruction.
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Your final response:
1 & 2. Review of content, flow, and technical accuracy is completed ideally before the instruction takes place.
3. Review of accuracy and currency of instruction occurs almost immediately after the lesson is given and before any learner evaluation is conducted.
1 & 2. Review of content, flow, and technical accuracy is completed ideally before the instruction takes place.
3. Review of accuracy and currency of instruction occurs almost immediately after the lesson is given and before any learner evaluation is conducted.
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Your final response:
1 & 2. SME(s) will be supplied with outline of lesson content, and a questionnaire that includes a checklist for their use.
3. Experienced classroom teachers will be supplied a copy of the handouts and a questionnaire to complete.
Interviews will be conducted with each person to clarify any responses provided.
1 & 2. SME(s) will be supplied with outline of lesson content, and a questionnaire that includes a checklist for their use.
3. Experienced classroom teachers will be supplied a copy of the handouts and a questionnaire to complete.
Interviews will be conducted with each person to clarify any responses provided.
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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 representing a range of GALILEO research abilities: much experienced, some experience and little experience are selected to evaluate the viability, clarity and feasibility of the lesson.
Three learners representing a range of GALILEO research abilities: much experienced, some experience and little experience are selected to evaluate the viability, clarity and feasibility of the lesson.
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Your final response:
One-on-one sessions will be conducted as soon an initial instructional plan has been created.
One-on-one sessions will be conducted as soon an initial instructional plan has been created.
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Your final response:
Designer will observe each learner as the lesson is conducted, noting:
- where clarification is needed;
- specific questions asked about lesson, and what these questions may indicate;
- how feasible the flow and length of the lesson is.
This will also be an opportunity to gauge the attitudes and motivations of learners to the projected lesson.
Designer will observe each learner as the lesson is conducted, noting:
- where clarification is needed;
- specific questions asked about lesson, and what these questions may indicate;
- how feasible the flow and length of the lesson is.
This will also be an opportunity to gauge the attitudes and motivations of learners to the projected lesson.
|
The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
Three small groups of 3-5 learners are engaged to evaluate the viability, clarity and feasibility of the lesson. Group members will represent the experience and abilities of the target groups as accurately as possible.
Three small groups of 3-5 learners are engaged to evaluate the viability, clarity and feasibility of the lesson. Group members will represent the experience and abilities of the target groups as accurately as possible.
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Your final response:
Following the one-on-one sessions, the draft lesson will be developed further. The result will be shared with small groups of learners to solicit further feedback.
Following the one-on-one sessions, the draft lesson will be developed further. The result will be shared with small groups of learners to solicit further feedback.
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Your final response:
A questionnaire, checklist, and assessments will be used to garner feedback. Questions concerning the lesson will center around logical progression, sufficiency and relevance of handouts, understanding, confidence levels in searching after the lesson has been shared.
Interviews will be conducted with groups to reflect upon the lesson itself.
A questionnaire, checklist, and assessments will be used to garner feedback. Questions concerning the lesson will center around logical progression, sufficiency and relevance of handouts, understanding, confidence levels in searching after the lesson has been shared.
Interviews will be conducted with groups to reflect upon the lesson itself.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Field trials will be the opportunity to use the lesson with actual learners in an authentic environment. They will look at the ease of accessibility of the lesson.
Field trials will be the opportunity to use the lesson with actual learners in an authentic environment. They will look at the ease of accessibility of the lesson.
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Your final response:
This evaluation should occur when the lesson design has been developed past the testing phase. It will be complete and ready for use in an actual classroom.
This evaluation should occur when the lesson design has been developed past the testing phase. It will be complete and ready for use in an actual classroom.
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Your final response:
To maximize evaluation opportunities, the following will occur:
- video recording of the lesson in progress
- feedback forms distributed to learners with space for reflective feedback
The video will be shared with the experts previously asked for feedback.
Post instruction interviews will also be conducted.
To maximize evaluation opportunities, the following will occur:
- video recording of the lesson in progress
- feedback forms distributed to learners with space for reflective feedback
The video will be shared with the experts previously asked for feedback.
Post instruction interviews will also be conducted.
|
The instructor's feedback to this step:
No specific feedback given on this step. |
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