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:
This is an excellent IDA. A big strength of your plan is the thoroughness and specificity. The objective is nicely stated. What to be evaluated at each evaluation stage is very detailed and thus very informative to others. Your time frame to carry out each step looks logical and specific, and hopefully it works well in practice too. Another plus is that you paid attention to the time needed for complete the lesson, which is sometimes neglected by many people.
I’m also impressed with the Who information you included in the one-to-one learner trial, particularly the various levels of experience and different characteristics of students that you considered. That’s really thoughtful and reflects the complexity in student population in today’s schools. In addition, adding group dynamics aspect to your small group learner trial is a very smart move. That should help you gather richer information about the evaluation and the instruction itself. In your small group learner trial, how student learning is to be evaluated looks great. The specific interview questions are helpful for providing further feedback too. Nice job!
I only have a few notes for you in terms of possible improvements as follows:
1. In the How section of expert review, there is not information about how the results will be documented. Will you or someone be there as an observer to record the process? Will the experts be interviewed after they get through everything?
2. In the small group learner trial, you mentioned getting information about instructor’s attitude. I assume you meant their attitude towards the lesson or instruction. If you want to know their attitude towards something else, you may consider clarifying about it.
3. In the How section of field test, how will student mastery of learning objectives be assessed? Will the teacher and media specialist’s observation be partially focused on that? If yes, that needs to be spelled out explicitly. You may want to describe the ways or tools used to reflect the results of identifying given items too.
[Note from Greg: I'm not sure what Ying means by the above; but I think the suggestion is to be specific about how you will record the results of student searches.]
Last, I suggest paying a little more attention to grammar here and there. Other than the above things, I don’t have other complaints. Overall, you did a great job in demonstrating your thorough understanding of the formative evaluation process in this IDA. Keep up the good work!
Ying
[Note from Greg: Along with my note above, 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:
Terminal Objective:
Given an item's call number, Third Grade students at Timothy Road Elementary School will be able to identify where the item is located in the media center.
Derived from Previous IDA: Unit 1, Lesson Three "It's Over There - Identifying where different resources are located in the media center."
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:
Two experts will be involved: One expert is the class teacher with expertise in the (individual) learners general knowledge and interests will be asked to help review: (1 - learning & learners) the impact of items chosen as samples in the presentation
(2 - learning & learners) the impact of items chosen as tests/examples in the PPT game (practice) and final task (assessments)
(3 - Learners) the level of difficulty and differentiation in the PPT game (practice) and final task (assessment)
(4 - Learning)appropriateness of method for team formation
The second expert is the media specialist with expertise in the layout of the media center, location of materials, materials/resources themselves (e.g. literature), and cataloging (call no.s) who will review:
(1 - subject-matter & learning) the appropriateness of items chosen as samples in the presentation
(2 - subject-matter & learning) the appropriateness of items chosen as tests/examples in the PPT game (practice)and final task (asessements)
(3 - subject-matter & learning) the clarity of the presentation examples and
(4 - subject-matter & learning) the clarity of the PPT (practice)and final task (assessment)
Two experts will be involved: One expert is the class teacher with expertise in the (individual) learners general knowledge and interests will be asked to help review: (1) the appropriateness of items chosen as samples in the presentation
(2) the appropriateness of items chosen as tests/examples in the PPT game and final task (assessments)
(3) the level of difficulty and differentiation in the PPT game and final task (assessment)
(4)appropriateness of method for team formation
The second expert is the media specialist with expertise in the layout of the media center, location of materials, materials/resources themselves (e.g. literature), and cataloging (call no.s) who will review:
(1) the appropriateness of items chosen as samples in the presentation
(2) the appropriateness of items chosen as tests/examples in the PPT game and final task (asessements)
(3) the accuracy of the presentation examples and
(4) the accuracy of the PPT and final task (assessment)
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Your final response:
During the collaboration and planning phase between the teacher and media specialist (@ 3 weeks prior to planned field trial), these experts will review the form, type, level, and content of the items chosen as samples for the presentation, PPT game, and final task.
During the collaboration and planning phase between the teacher and media specialist (@ 3 weeks prior to planned field trial), these experts will review the form, type, level, and content of the items chosen as samples for the presentation, PPT game, and final task.
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Your final response:
Experts will exam among a list of possible items for use in the lesson.
The evaluation will be conducted in the media center that should the need arise, the experts can examine the actual items ("off the shelf") that might be used as samples in the lesson presentation, PPT game and especially final task.
The evaluation is conducted as a dialogue between the two experts as they review the items and discuss the appropriateness of team formation options.
Experts will exam among a list of possible items for use in the lesson.
The evaluation will be conducted in the media center that should the need arise, the experts can examine the actual items ("off the shelf") that might be used as samples in the lesson presentation, PPT game and especially final task.
The evaluation is conducted as a dialogue between the two experts as they review the items and discuss the appropriateness of team formation options.
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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:
Evaluation will be carried out with a student from each of the four classes in the grade level. Students will be selected so that there is an overall representation of the target population:- one student will be an English Language Learner with moderate language ability
- one will be a regular library user with some prior knowledge and skill
- one will be a regular library user with some prior knowledge but no skill
- one will be a rare library user with no skill.
Students will be asked to give impressions on:
(1) The clarity of presentation
(2) The difficulty of the PPT game samples (assessment)
(3) difficulty of the final task (assessment)
(4) Impact of the instruction and tasks
Additionally, students are observed to determine:
- their level of interest (motivation) in titles of items (samples) used in the lesson;
- Any troublesome, confusing or difficult areas in the presentation or activities;
- The amount of time taken to complete the presentation, the practice, and final task.
Evaluation will be carried out with a student from each of the four classes in the grade level. Students will be selected so that there is an overall representation of the target population:- one student will be an English Language Learner with moderate language ability
- one will be a regular library user with some prior knowledge and skill
- one will be a regular library user with some prior knowledge but no skill
- one will be a rare library user with no skill.
Students will be asked to give impressions on:
(1) The clarity of presentation
(2) The difficulty of the PPT game samples (assessment)
(3) difficulty of the final task (assessment)
(4) Impact and feasibility of the instruction and tasks
Additionally, students are observed to determine their level of interest (motivation) in titles of items used in the lesson
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Your final response:
Evaluation will occur after the expert review and initial design/revision of the lesson is completed (@2 weeks prior to planned field trial).
Evaluation will occur after the expert review and initial design/revision of the lesson is completed (@2 weeks prior to planned field trial).
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Your final response:
Selected students are asked to be helpers in the design of the lesson. They are told they are not being tested, but that the lesson is being tested for effectiveness and they should feel free to comment and make any suggestions for improvement of the lesson.* The media specialist sits with the student during the tasks and interacts directly when appropriate.
(1) Students are observed during the instruction and tasks for signs of frustration or disinterest.
(2) Students are asked during the presentation if they have questions or comments; they are prompted/reminded at appropriate intervals.
(3) Students' are asked after each phase (presentation, PPT game, final task) to rate their level of understanding, interest and comfort.
(4)Students are asked to explain choices made during the PPT game if they are having more difficulty than expected.
Selected students are asked to be helpers in the design of the lesson. They are told they are not being tested, but that the lesson is being tested for effectiveness and they should feel free to comment and make any suggestions for improvement of the lesson.* The media specialist sits with the student during the tasks and interacts directly when appropriate.
(1) Students are observed during the instruction and tasks for signs of frustration or disinterest.
(2) Students are asked during the presentation if they have questions or comments; they are prompted/reminded at appropriate intervals.
(3) Students' are asked after each phase (presentation, PPT game, final task) to rate their level of understanding, interest and comfort.
(4)Students are asked to explain choices made during the PPT game if they are having more difficulty than expected.
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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 is representative of the target population and is comprised of a diverse even-numbered group of 8-10 students with differing learning styles and abilities. The students are formed into groups of two as is described in the actual lesson. The evaluation will reveal: (1) Any remaining problems with the instruction are identified using the same data criteria as described in the previous evaluation phase.
(2) Problems with group formation and peer interaction.
(3) How much guidance and support from the media specialist or teacher, if any, is needed by students during the PPT game and final task.
(4) The attitudes of the instructor(s).
(5)The time needed to complete the lesson. (basically looking for any problems that disrupt the pace & flow of instruction, for refinement before the field trial.)
The small group is representative of the target population and is comprised of a diverse even-numbered group of 8-10 students with differing learning styles and abilities. The students are formed into groups of two as is described in the actual lesson. The evaluation will reveal: (1) Any remaining problems with the instruction are identified using the same data criteria as described in the previous evaluation phase.
(2) Problems with group formation and peer interaction.
(3) How much guidance and support from the media specialist or teacher, if any, is needed by students during the PPT game and final task.
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Your final response:
Evaluation will occur after one-to-one evaluation, expert review and revision of the lesson is completed (@1 week prior to planned field trial).
Evaluation will occur after one-to-one evaluation, expert review and revision of the lesson is completed (@1 week prior to planned field trial).
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Your final response:
Students and media specialist are observed during the presentation. (By the teacher, while media specialist presents and monitors PPT Game and final activity. IN all observations @ each evaluation, the teacher never need intervene in the lesson.)
Students are still told they are helpers, so they are asked to raise hands if they have any questions or comments.
However, the students are only observed from a distance during the PPT game and final task. They are told that if they need help they should raise their hands.Students are evaluated during the final task (posttest) and also for the amount of time needed to complete the PPT games. Students are interviewed at the end of the lesson about their attitudes toward the lesson (reflective questionnaire & debriefing). Questions include:
- What did you find interesting?
- Was the PPT game fun?
- Do you think you could find any book in the library if I gave you a call number?
- Do you think the the final task was easier because you played the PPT game?
- Was the map useful in helping you remember which call numbers were on which shelves?
Students are observed during the presentation (by the teacher, while media specialist presents). Students are still told they are helpers, so the are asked to raise hands if they have any questions or comments.
However, the students are only observed from a distance during the PPT game and final task. They are told that if they need help they should raise their hands.Students are evaluated during the final task (posttest) and also for the amount of time needed to complete the PPT games. Students are interviewed at the end of the lesson about their attitudes toward the lesson (reflective activity). Questions include:
- What did you find interesting?
- Was the PPT game fun?
- Do you think you could find any book in the library if I gave you a call number?
- Do you think the the final task was easier because you played the PPT game?
- Was the map useful in helping you remember which call numbers were on which shelves?
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Students will be actual learners (entire @ 20 students of one 3rd grade class), but also told they are lucky to be the first to try a new PPT game. The instruction is being evaluated to determine if the effectiveness of the revisions made since the previous evaluation.
More attention can be paid to the differentiation imbedded in the PPT game. There should be enough samples from each level of difficulty to allow practice and mastering.
(basically looking for any problems that disrupt the pace & flow of instruction, for refinement before the field trial.)
Students will be actual learners, but also told they are lucky to be the first to try a new PPT game. The instruction is being evaluated to determine if the effectiveness of the revisions made since the previous evaluation.
** I have to go to bed, but want to get this much submitted for buddy feedback ** Taking the GACE Exam tomorrow, then have to complete an I-Search, so I won't be able to do anymore here until Sun/Mon anyway.. **
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Your final response:
This occurs during the time of the planned field trial.
* Note that in this case, the media specialist expert is the initial instructor for this lesson, unit and course. * The field trial in this instance is conducted with the first class in the grade level scheduled for their "library class".
Review and evaluation of the field trial is held immediately following the class. This could allow for revision to be made prior to implementing instruction with the remaining three classes of the grade level. If not intended as such, move each phase of formative evaluation "up" by one week to allow the instructor to receive a set of instructional guides and prepare for the instruction.
This occurs during the time of the planned field trial.
* Note that in this case, the media specialist expert is the initial instructor for this lesson, unit and course. * The field trial in this instance is conducted with the first class in the grade level scheduled for their "library class".
Review and evaluation of the field trial is held immediately following the class. This could allow for revision to be made prior to implementing instruction with the remaining three classes of the grade level. If not intended as such, move each phase of formative evaluation "up" by one week to allow the instructor to receive a set of instructional guides and prepare for the instruction.
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Your final response:
Observation by the teacher expert, and also by the media specialist expert. Students are debriefed generally immediately after the lesson. They return to their classroom with the teacher expert where they answer a brief attitude questionnaire. The teacher may also interview some or all students.
** I have to go to bed, but want to get this much submitted for buddy feedback ** Taking the GACE Exam tomorrow, then have to complete an I-Search, so I won't be able to do anymore here until Sun/Mon anyway.. **
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The instructor's feedback to this step:
No specific feedback given on this step. |
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