Overall Instructor Rating: Exemplary
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:
An excellent Formative Analysis IDA! You have done a thorough job, giving thoughtful detail to each step, and shown that you "get it" as to what formative evaluation is all about. In particular, you are crystal clear about assessing student learning in the different phases, along with other relevant data. In other words, as you said, "did they achieve the learning objective?" Somehow this has a tendency to get lost in the shuffle in many of your classmates' IDAs.
I have only one item I think you should modify: In the How portion of the Field Trial section, you mention "instructional assessments" but you don't specify what these are. You should identify these and say something about the kind of data they will yield.
Other than that, you are in fantastic shape on this IDA. Truly exemplary!
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:
LWBAT demonstrate the use of the "My Content" feature of United Streaming to save the results of his/her searches.
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 experts will include another school library media specialist or an LSTC (Local School Technology Coordinator), who would serve as both a subject matter expert and a learner specialist. The expert would review the instruction for content (thoroughness of coverage), accuracy (correct step by step instructions and procedures), and quality of instruction.
The experts will include another school library media specialist or an LSTC (Local School Technology Coordinator), who would serve as both a subject matter expert and a learner specialist. The expert would review the instruction for content (thoroughness of coverage), accuracy (correct step by step instructions and procedures), and quality of instruction.
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Your final response:
The review will occur after the first draft is produced, but before the one-to-one evaluation.
The review will occur after the first draft is produced, but before the one-to-one evaluation.
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Your final response:
The reviewer will mark the draft copy of the instruction, and will use a checklist provided by the designer. The designer will also interview the reviewer to glean information about the quality of instruction and its appropriateness for the intended audience (teachers).
The reviewer will mark the draft copy of the instruction, and will use a checklist provided by the designer. The designer will also interview the reviewer to glean information about the quality of instruction and its appropriateness for the intended audience (teachers).
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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:
The designer will choose three representative learners with varying experience levels (below average, average, and average) with the United Streaming resource. If possible, these three learners should also represent varying attitudes (positive, neutral, and negative) towards using United Streaming. These learners will evaluate the instruction for clarity, impact, and feasibility.
The designer will choose three representative learners with varying experience levels (below average, average, and average) with the United Streaming resource. If possible, these three learners should also represent varying attitudes (positive, neutral, and negative) towards using United Streaming. These learners will evaluate the instruction for clarity, impact, and feasibility.
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Your final response:
The one-to-one review will occur after the first draft of instruction is complete and any content errors noted by the expert review have been corrected.
The one to one review will occur after the first draft of instruction is complete and any content errors noted by the expert review have been corrected.
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Your final response:
The designer will sit with the learner as he completes the instruction, and will mark the instructional material as needed to indicate where changes or clarifications need to be made. The learners will go through the instructional materials, as well as the assessments. Data and observations from the assessments and instruction will allow the designer to see the impact of the instruction on the learner’s achievement and to evaluate the feasibility of the instruction. Interviewing each participant will produce qualitative data on attitudes towards the instruction. It is very important that the designer establish rapport with the learner, so as to elicit the most genuine feedback.
The designer will sit with the learner as he completes the instruction, and will mark the instructional material as needed to indicate where changes or clarifications need to be made. The learners will go through the instructional materials, as well as the assessments. Data and observations from the assessments and instruction will allow the designer to see the impact of the instruction on the learner’s achievement and to evaluate the feasibility of the instruction. Interviewing each participant will produce qualitative data on attitudes towards the instruction. It is very important that the designer establish rapport with the learner, so as to elicit the most genuine feedback.
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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 designer will select 8-10 learners from the target population of teachers. Again, these learners should have both varying abilities and attitudes. The learners will evaluate the instruction for clarity and ease of use, as well as instructional impact.
The designer will select 8-10 learners from the target population of teachers. Again, these learners should have both varying abilities and attitudes.
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Your final response:
The small group evaluation will occur after the one-to-one evaluations have been conducted and the changes resulting from the one-to-one evaluations have been made.
The small group evaluation will occur after the one to one evaluations have been conducted and the changes resulting from one to one evaluation have been made.
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Your final response:
The instructor will administer the instructional materials in the same way in which they will be used when complete. He/she will do a brief introduction, and then provide the learners with self-paced printed instructional guides. The learners will go through all of the materials, including assessments. The instructor will intervene as little as possible, in order to simulate the real world use of the instruction. Tools used for this evaluation include the instructional assessments, an attitude questionnaire, and interviews.
The instructor will administer the instructional materials in the same way in which they will be used when complete. He/she will do a brief introduction, and then provide the learners with self-paced printed instructional guides. The learners will go through all of the materials, including assessments. The instructor will intervene as little as possible, in order to simulate the real world use of the instruction. Tools used for this evaluation include the instructional assessments, an attitude questionnaire, and interviews.
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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 test will consist of the actual target learners for the instruction, using the materials in their intended setting (the classroom or home of the teachers, outside of school hours). The learners will evaluate the instruction for clarity and ease of use, feasibility in terms of time required, and instructional impact (Did they achieve the learning objective?).
The field test will consist of the actual target learners for the instruction, using the materials in their intended setting (the classroom or home of the teachers, outside of school hours).
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Your final response:
The field test will occur after the small-group evaluation has been completed and changes resulting from that evaluation have been made.
The field test will occur after the small group evaluation has been completed and changes resulting from that evaluation have been made.
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Your final response:
The instruction will be administered just as it will be in actual use. Teachers will go through the self-paced instructional guides on their own. Tools used for this evaluation include the instructional assessments, an attitude questionnaire, and interviews of selected learners.
The instruction will be administered just as it will be in actual use. Teachers will go through the self-paced instructional guides on their own. Tools used for this evaluation include the instructional assessments, an attitude questionnaire, observations of the instruction in use, and interviews of selected learners.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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