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 very clear about assessing student learning in the different phases, along with other relevant data. In other words, along with usability issues, learner attitudes, etc., you always want to find out whether learners achieved the learning objective. Somehow this has a tendency to get lost in the shuffle in some of your classmates' IDAs, but not in yours.
I just have one comment about your objective:
It is awkward to say "generate a list" in an instructional objective, because "generate" implies problem-solving, but "list" is usually associated with verbal information or facts. In your case, the list of books does indeed seem to be the proper outcome, so I have no complaint. But in the future if you ever find that you have "generate a list" in an objective, let it be a red flag to prompt you to make sure there is not a mismatch between the learned capability verb and the outcome. You're ok at the moment.
(In another team's work, "generate a list" was incorrect because the real objective was to do a correct search procedure. In your case I don't think I can definitively say that a "correct search" is the objective. However, if there are steps in the search that you definitely want them to include, then you may indeed want to have learners "generate an appropriate search" according to a rubric or something, yielding a list of suitable books.)
Other than this, you are in great shape on this 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 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 based on:
content
technical accuracy
quality of instruction
The content review will help ensure that the instruction and information provided to the learners was effective in teaching the students how to identify genres of books. The technical accuracy review will allow us to see if the format of the PowerPoint was effective and efficient. 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:
The evaluation will occur when the expert is available but will be 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 by using checklists which will allow the experts to have a guide to evaluate the instruction. The experts will be interviewed after the evaluation in order to best understand the experts evaluation.
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:
Three sample learners will be choosen to evaluate 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 evaluation sessions will be conducted early in the design process to ensure that initial designs are valid.
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 teacher will work one-on-one assisting students when they encounter problems with the instruction and answering questions to help the students navigate the instruction. Each student will be interviewed after the one-on-one session in order to evaluate the quality of instruction and find out where there are issues that need to be resolved within the instruction.
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:
A small group of learners will be used to evaluate the "learnability” of the instruction. A group of 5-6 learners which will match 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 a draft 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:
The evaluation will be conducted through 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:
The learners in the field test will be evaluating the “learnability” of the instruction. The field test participants will be the whole class of the students which will be recieving the finished instruction.
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 once the instruction has been completed.
The field test will occur after the design of the instruction is complete.
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Your final response:
The evaluation will be conducted in the third grade classroom where the instruction will take place. 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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