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:
You did a good job on this IDA. You seem to grasp the formative evaluation process well. I don’t havemany notes for you except the following:
1. Your lesson objective states: “Given access to the school's media center, SWBAT generate a list of 5 reading books that is suitable in terms of both interest level and reading level with 80% accuracy.” I’m curious about how the 80% can be derived. Does that mean that 4 books out of 5 are suitable in interest level and reading level, or something else?
2. In the When section of expert review, the review is expected to be completed before small group evaluation. Expert review is supposedly the earliest step if it’s going to be conducted (usually) before one-to-one learner trial. From your description, I’m not sure about the time for conducting expert review in relation to one-to-one learner trial. Could it be clarified?
3. The What sections in one-to-one, small group, and field trial seem a little too general and need to be enhanced with more details. Although “Who” information is included, there is no information concerning what aspects of the instruction will be evaluated. You mentioned something generic as “learnability”, but what does it really entail? This is a major concern throughout the IDA. Another thing to note is that the focus of evaluation at different stages of formative evaluation often varies. Simply looking at a general term "learnability" could make you miss examining many important elements that should be checked carefully before the instruction goes to the final audience.
4. In the small-group evaluation, your list of tools and approaches looks comprehensive. It’ll be further enhanced to be supplemented with the exact types of information those tools and approaches (especially, the post-instruction interviews) are designed to collect. I assume some of them are intended to gauge student learning after the instruction because you nicely pointed out transferring of skills. If the specific ideas are already there on your mind, it’ll be great to spell them out here. The same applies to your field trial plan.
Overall, this IDA is concise and well-done. Thank you for your good work.
Ying
[Note from Greg: I approve of Ying's feedback.]
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 access to the school's media center, SWBAT generate a list of 5 reading books that is suitable in terms of both interest level and reading level with 80% accuracy.
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:
Will have the Media Specialist, the Reading Specialist / Literacy Coach, and the Local School Technology Coordinator (i.e. the experts) review the lesson on three levels:
content
technical accuracy
quality of instruction.
The content review will help ensure that no mistakes were made in the information provided to the learners re: how to identify genres of books. The technical accuracy review will enable us to know if we have errors in the format of the PowerPoint. Finally, the quality of instruction review will let us know if the instruction is as effective and efficient as possible.
Will have the Media Specialist, the Reading Specialist / Literacy Coach, and the Local School Technology Coordinator (i.e. the experts) review the lesson on three levels:
content
technical accuracy
quality of instruction.
The content review will help ensure that no mistakes were made in the information provided to the learners re: how to identify genres of books. The technical accuracy review will enable us to know if we have errors in the format of the PowerPoint. Finally, the quality of instruction review will let us know if the instruction is as effective and efficient as possible.
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Your final response:
Will be based on the experts’ time frame, but will hope to have the three reviews completed prior to small group evaluation by the learners
Will be based on the experts’ time frame, but will hope to have the three reviews completed prior to small group evaluation by the learners
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Your final response:
The review will be conducted through checklists and interviews with the experts. The checklists will be provided for the experts to guide their review. The interviews will take place after the review is completed to clarify any information.
The review will be conducted through checklists and interviews with the experts. The checklists will be provided for the experts to guide their review. The interviews will take place after the review is completed to clarify any information.
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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:
3 sample learners will be selected for the evaluation of the “learnability” of the instruction. The learners will be selected based on their reading level: below grade level, on grade level, and above grade level.
3 sample learners will be selected for the evaluation of the “learnability” of the instruction. The learners will be selected based on their reading level: below grade level, on grade level, and above grade level.
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Your final response:
The one-on-one sessions will occur early in the process – after initial sketches are created of the instruction.
The one-on-one sessions will occur early in the process – after initial sketches are created of the instruction.
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Your final response:
The designer will sit with each learner as they go through the instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information.
The designer will sit with each learner as they go through the instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
As with the one-on-one sessions, the small group of learners will be evaluating the "learnability” of the instruction. A group of 5-6 learners most closely matching the target audience (2 each from below grade level, on grade level and above grade level) will be selected for this round of evaluation.
As with the one-on-one sessions, the small group of learners will be evaluating the "learnability” of the instruction. A group of 5-6 learners most closely matching the target audience (2 each from below grade level, on grade level and above grade level) will be selected for this round of evaluation.
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Your final response:
The small group session will occur after the prototypes of the PowerPoint and practice worksheet are created.
The small group session will occur after the prototypes of the PowerPoint and practice worksheet are created.
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Your final response:
Several methods will be used to gather information: observation of learners’ oral participation during lesson, data from independent worksheet practice, and observation of transferring skills in the media center. Post-instruction interview will be used as well.
Several methods will be used to gather information: observation of learners’ oral participation during lesson, data from independent worksheet practice, and observation of transferring skills in the media center. Post-instruction interview will be used as well.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Again, the learners in the field test will be evaluating the “learnability” of the instruction. The learners in the field test will be the actual learners, the whole class of students, who will be using the instruction once it is completed.
Again, the learners in the field test will be evaluating the “learnability” of the instruction. The learners in the field test will be the actual learners, the whole class of students, who will be using the instruction once it is completed.
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Your final response:
The field test will occur after the design of the instruction is complete.
The field test will occur after the design of the instruction is complete.
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Your final response:
The evaluation will take place in the actual third grade classroom where the instruction will be used on a regular basis. As with the small group, assessments, including observation and work samples, will be used as well as a post-instruction interview.
The evaluation will take place in the actual third grade classroom where the instruction will be used on a regular basis. As with the small group, assessments, including observation and work samples, will be used as well as a post-instruction interview.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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