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:

Your IDA looks good. You seem to get the important ideas about formative evaluation process, although your plan needs some fixes here and there. Please read my following comments and hope they are helpful for you: 1. In the expert review, the What section covers all of the key points for evaluation but looks too general to be informative and helpful for people involved in the evaluation or people with similar purpose. How about incorporating more details about the three elements you mentioned. For example, who are the experts? What specific things concerning content, technical aspect and instruction will the expert look for? As for When to conduct expert review, you said “The evaluation will occur before the instruction is tested on learners” That’s about right but sounds a little vague. Does it mean before the instruction being tested on learners in the one-to-one evaluation, small group evaluation, or field trial? There is no need to point out the three stages for this purpose, since we all understand that expert review often happens very early during the overall process. So to elucidate its position in the whole time frame, you can just mention the evaluation step right after it. For the How section, you also need to be more specific about the checklist and interviews. At a minimum, this part should be clear about what the important things on the list are and what information the interviews will seek for. 2. For one-to-one evaluation, one thing to keep in mind is that it can be conducted with, but is not necessarily limited to, one learner. Usually, a few learners will be selected for this activity based on certain selection criteria. It could be appropriate to do this with one learner only, depending on the situation and the need. Just a reminder. Related to the learner at this stage, here is my question-- how will this learner be chosen from the group? Is it a random selection? In the What section, you clearly stated that the evaluation will look at “if learning takes place”, which is a most important goal for such an evaluative effort. But how do you tell? Again you need to be more specific on this. For When to do this, still the phrase “during the creation of the instruction” is too general. There are different stages of instruction development, but the various times when one-to-one learner evaluation can be conducted surely affect the development and the overall ISD process differently. 3. Regarding the plan for small group and field trial trial, I agree with your buddy feedback in that there is a need to do things somewhat differently at each evaluation stage because more often than not the instructional design team has different purposes for and varying focus of evaluation as the project goes further. Doing the same things at different times is not adequate to reflect such a need and examine most of the important elements to be checked before the instruction is delivered to the final audience. Thank you for your effort. Ying [Note from Greg: I approve of Ying's feedback and hope it helps you with formative evaluation. I also want to say that I appreciate your efforts during a challenging season of life - thanks.]

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 a search term SWBAT, demonstrate the use of Compton's Britannica Online to find information on said term.

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.