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! Although I'm going to point out one thing I think you should modify, this will not prevent me from giving you an "exemplary" rating. 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.
Here is my one comment: In the When and How portions of the Expert Review section, you rightly say that you will conduct this activity before presenting the lesson to any students, but then you say that the expert review will be conducted by a trial run of all materials followed by interviews with the experts. Normally the expert review process is simply a review, not a trial run. In a way it can't be a trial run because, at least in the case of the subject matter expert, the expert will already know the correct responses. So I recommend letting the experts simply review what you have put together and then give you whatever form of feedback you will gather from them.
Other than this, an exemplary IDA. Well done!
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 different examples of poetry (sonnets, ballads, narrative, free verse, etc.), students will be able to generate an analyzation of poetry by applying TP-CASTT.
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 high school teachers will evaluate the lesson on three levels: content, technical aspects, and quality of lesson. The teachers will evaluate the content based on the appropriate grade level standards based on the Georgia Performance Standards. The teachers will also evaluate the rubrics used for assessment: do the rubrics assess what students learned in the lesson, etc. The teachers will evaluate the lesson on the technical aspects: do links work appropriately in the PowerPoint, etc. The teachers will also evaluate the quality of the lesson: is the overall look of the instruments professional, are there any spelling/grammar errors, etc.
The high school teachers will evaluate the lesson on three levels: content, technical aspects, and quality of lesson. The teachers will evaluate the content based on the appropriate grade level standards based on the Georgia Performance Standards. The teachers will also evaluate the rubrics used for assessment: do the rubrics assess what students learned in the lesson, etc. The teachers will evaluate the lesson on the technical aspects: do links work appropriately in the PowerPoint, etc. The teachers will also evaluate the quality of the lesson: is the overall look of the instruments professional, are there any spelling/grammar errors, etc.
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Your final response:
The expert evaluation will occur after the creation of all lesson materials and before presenting the lesson to any students.
The expert evaluation will occur after the creation of all lesson materials and before presenting the lesson to any students.
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Your final response:
The expert review will be conducted by a trial run of all materials followed by interviews with the experts. The experts will be interviewed concerning their comments and suggestions on all materials, including handouts, PowerPoint slideshow, and rubrics.
The expert review will be conducted by a trial run of all materials followed by interviews with the experts. The experts will be interviewed concerning their comments and suggestions on all materials, including handouts, PowerPoint slideshow, and rubrics.
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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 sample learners representing a range of abilities will be selected to evaluate the lesson in regards to the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
Three sample learners representing a range of abilities will be selected to evaluate the lesson in regards to the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
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Your final response:
The one-to-one evaluation will occur following the expert evaluation and any suggested revisions made.
The one-to-one evaluation will occur following the expert evaluation and any suggested revisions made.
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Your final response:
The designer of the lesson will observe the learners as they work through the PowerPoint presentation and handout followed by the learners' application of the process on their own selected poems. The designer will note learners' comments and answer their questions as they work through the lesson. After completion of the lesson, the designer will interview the learners to determine their engagement in the lesson and their understanding of the concepts presented.
The designer of the lesson will observe the learners as they work through the PowerPoint presentation and handout followed by the learners' application of the process on their own selected poems. The designer will note learners' comments and answer their questions as they work through the lesson. After completion of the lesson, the designer will interview the learners to determine their engagement in the lesson and their understanding of the concepts presented.
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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 will be composed of 5-6 learners representing a range of abilities. The small group will evaluate the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
The small group will be composed of 5-6 learners representing a range of abilities. The small group will evaluate the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
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Your final response:
The small-group evaluation will be conducted after the one-to-one evaluation and after the suggested revisions made.
The small-group evaluation will be conducted after the one-to-one evaluation and after the suggested revisions made.
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Your final response:
The rubric designed for the lesson will provide data as to the learners' understanding of the concepts presented in the lesson. In addition, learners will interviewed after completion of the lesson to determine the effectiveness of the lesson, if any further changes/additions need to be made, and the overall level of engagement of the learners.
The rubric designed for the lesson will provide data as to the learners' understanding of the concepts presented in the lesson. In addition, learners will interviewed after completion of the lesson to determine the effectiveness of the lesson, if any further changes/additions need to be made, and the overall level of engagement of the learners.
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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 consist of actual learners in a classroom setting. Depending on the class, 20-30 learners will participate in the field trial. Students will evaluate the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
The field trial will consist of actual learners in a classroom setting. Depending on the class, 20-30 learners will participate in the field trial. Students will evaluate the effectiveness of the instruction, the concepts presented in the lesson, and the learners' overall engagement in the lesson.
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Your final response:
The field trial evaluation will occur following completion of all other evaluations and revisions. The field trial will take place depending on the teacher and the curricular needs of the learners.
The field trial evaluation will occur following completion of all other evaluations and revisions. The field trial will take place depending on the teacher and the curricular needs of the learners.
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Your final response:
The rubric designed for the lesson will provide data as to the learners understanding of the concepts presented in the lesson. The quality of the learners' PowerPoint slides, their understanding of the TP-CASTT system, and their ability to analyze poetry on their own will be evaluated to determine the effectiveness of the lesson. Class discussion will follow to determine learners' engagement in the lesson and if there are any further changes/improvements needed.
The rubric designed for the lesson will provide data as to the learners understanding of the concepts presented in the lesson. The quality of the learners' PowerPoint slides, their understanding of the TP-CASTT system, and their ability to analyze poetry on their own will be evaluated to determine the effectiveness of the lesson. Class discussion will follow to determine learners' engagement in the lesson and if there are any further changes/improvements needed.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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