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 have just a couple of points for you to consider:
Under the Experts section, you should omit the paragraph that describes learners, that is also redundant to what is in your one-to-one section.
In both the small group and the field trial sections, you mention "assessments" but you don't specify what these are. In the small group section you also mention having learners complete a chart, but it isn't clear to me whether this is one of the assessments mentioned earlier. And in the field trial section, you have not specified anything about the assessments. The assessments are a key component in an evaluation plan, so you need to specify what these will be and describe them.
Other than these thoughts, I have no complaint. Were it not for the assessments piece mentioned above, I would give you an "exemplary" rating.
But 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:
Lesson Objective: Given the need to find appropriate research resources, the SWBAT demonstrate the ability to locate a website, a database, and a print text.
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:
No final draft
For this particular lesson, the experts will be two classroom teachers (a teacher with lower level classes and a teacher with honors/gifted classes) and another media specialist. The teachers are familiar with different levels so that the instruction will be sure to address the strengths and weaknesses of both groups. Another media specialist will be involved so that all of the steps to the resources are accurate and are easy to follow.
The experts will review the lesson on three levels:
1. content
2. technical accuracy
3. quality of instruction.
The content review will help ensure that no mistakes were made in the information provided to the learners re: finding appropriate resources. The technical accuracy review will enable us to know if we have errors in directions for getting to the Media Catalog and the Media Services page. Finally, the quality of instruction review will let us know if the instruction is as effective and efficient as possible.
Four sample learners will be selected for the evaluation of the accessibility and ease of the instruction. The learners will be selected based on their current language arts placement--technical, college prep, honors, gifted.
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Your final response:
No final draft
Ideally will occur prior to small group evaluation by all of the learners but will also take into account when teachers are available and when they teach the research process.
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Your final response:
No final draft
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:
No final draft
Four sample learners will be selected for the evaluation of the accessibility and ease of the instruction. The learners will be selected based on their current language arts placement--technical, college prep, honors, gifted.
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Your final response:
No final draft
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:
No final draft
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:
No final draft
As with the one-on-one sessions, the small group of learners will be evaluating the accessibility and ease of the instruction. A group of 7-8 learners most closely matching the target audience will be selected for this round of evaluation.
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Your final response:
No final draft
The small group session will occur after the prototypes of the instruction are created.
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Your final response:
No final draft
Several methods will be used to gather information. Assessments will be used as well as a post-instruction interview.
Learners will be provided with a chart to complete showing that they were able to identify each type of resource required. They will also be asked to reflect on the process used to locate those sources.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
No final draft
Again, the learners in the field test will be evaluating the accessibility and ease of the instruction. The learners in the field test will be the actual learners who will be using the instruction once it is completed.
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Your final response:
No final draft
The field test will occur after the design of the instruction is complete.
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Your final response:
No final draft
The evaluation will take place in the actual setting where the instruction will be used on a regular basis. As with the small group, assessments 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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