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 just a couple of things I think you should modify, they 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. I like especially that you included recording the amount of time the instruction will take along the way. Most students didn't think to include this.
The criticisms I have for you are really the same point in regard to different places in the IDA, namely that in the What and How sections of your small group and field trials, you need to make sure you specifically include assessment of student learning along with the attitude measures, usability feedback, etc. In other words, did the learners achieve the objective? And how are you going to measure that? I know that measuring student learning is probably very much assumed in your thinking, but please make it explicit.
Other than this, you have done an exemplary IDA. Thank you!
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:
Unit 2, Lesson 1
Given a specific information need and the online catalog, SWBAT demonstrate their ability to locate at least one relevant book or A/V material in the library within 15 minutes.
(subordinate)
Given a subject term, title, author, or keyword and the online catalog, SWBAT demonstrate their ability to produce a list of search results and narrow those results by Lexile level.
(subordinate)
Given a list of five search results from the online catalog, SWBAT demonstrate their ability to physically retrieve those materials (excepting, of course, any that are lost or checked out) from the library collection.
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:
This instruction is being designed for use in the media center at White County Middle School. As a highly qualified teacher-librarian, the Library Media Specialist (LMS) can serve as the Expert evaluator for all three roles (subject matter, learning, and learner), but she might also choose to consult with the 6th grade teachers for additional input on the learner evaluation.
(a) (subject-matter) Technical accuracy of the materials, including details in the instruction about the physical layout of the library and the look and functionality of the catalog
(b) (learning) Second opinion about whether the learning activities are structured appropriately to reach the objective(s).
(c) (learner) Teacher’s judgment of whether the students can use the materials designed (difficulty of the task, reading level, etc.)
(a) (subject-matter) Technical accuracy of the materials, including details in the instruction about the physical layout of the library and the look and functionality of the catalog
(b) (learning) Second opinion about whether the learning activities are structured appropriately to reach the objective(s).
(c) (learner) Teacher’s judgment of whether the students can use the materials designed (difficulty of the task, reading level, etc.)
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Your final response:
After designing the lesson and selecting or developing the instructional materials; 3 weeks prior to the field trial
After designing the lesson and selecting or developing the instructional materials
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Your final response:
Provide printed copies for them to write corrections/suggestions on; perhaps a list of short questions for guidance (e.g. “Is the reading level appropriate?”, etc.). Ask them to share their suggestions verbally, too.
Provide printed copies for them to write corrections/suggestions on; perhaps a list of short questions for guidance (e.g. “Is the reading level appropriate?”, etc.). Ask them to share their suggestions verbally, too.
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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:
Verify that it is FEASIBLE for the representative students to complete the instruction as designed; understand the learner perspective during this lesson in order to improve CLARITY by identifying portions that may be unnecessary or confusing; measure the IMPACT of the instruction (whether they are able to complete the objectives after the instruction)
Verify that some representative students can complete the instruction as designed; understand the learner perspective during this lesson in order to strengthen portions that may be unnecessary or confusing
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Your final response:
After making revisions as a result of the Experts’ evaluation; 2 weeks prior to the field trial
After making revisions as a result of the Experts’ evaluation
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Your final response:
Select a few representative learners (preferably with a good mix of those with below average, average, and above average performance on other schoolwork.) Provide the basic instruction as designed. Materials should be functional, but the instructor should sit with the individual students to build rapport (rather than use the stand-up teaching that might be necessary for the whole group instruction later). Ask the learners for their feedback as they use the think-aloud protocol, being sure they understand it is the instruction being evaluated, not them. See whether they are able to meet the lesson objectives in the performance context (online catalog and library).
Provide the basic instruction as designed. Materials should be functional, but any stand-up teaching can be slightly less formal. Ask the learners for their feedback as they use the think-aloud protocol, being sure they understand it is the instruction being evaluated, not them. See whether they are able to meet the lesson objectives in the performance context (online catalog and library).
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
Verify that the revisions made as a result of the one-to-one evaluation have strengthened the instruction; continue to gather feedback from the learner perspective during this lesson in order to improve portions that may be unnecessary or confusing. Get feedback from the instructor about his/her attitude toward the instructional design. Measure the time needed to teach the lesson.
Verify that the revisions made as a result of the one-to-one evaluation have strengthened the instruction; continue to gather feedback from the learner perspective during this lesson in order to strengthen portions that may be unnecessary or confusing. Measure the time needed to teach the lesson.
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Your final response:
After making revisions as a result of the one-to-one evaluation; 1 week prior to the field trial
After making revisions as a result of the one-to-one evaluation
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Your final response:
Confer with the clerk or teachers (or use personal past experience) to select students who have not been able to locate materials independently before. Conduct the instruction in the learning context (the regular teaching area in the library.) Observe whether they can meet the objectives immediately following the lesson. Continue to unobtrusively keep watch (with the clerk’s help) to see whether they need the same level of assistance locating materials in the future.
Confer with the clerk or teachers (or use personal past experience) to select students who have not been able to locate materials independently before. Conduct the instruction in the learning context (the regular teaching area in the library.) Observe whether they can meet the objectives immediately following the lesson. Continue to unobtrusively keep watch (with the clerk’s help) to see whether they need the same level of assistance locating materials in the future.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
Verify that the learning activities flow and can be conducted using the planned resources (including time).
Verify that the learning activities flow and can be conducted using the planned resources (including time).
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Your final response:
After all revisions from previous formative evaluations
After all revisions from previous formative evaluations
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Your final response:
Collaborate with a teacher to work with a class that is doing a research project. (Invite someone who plans to require a certain number of print resources in the students’ bibliographies.) If possible, choose a class that is representative of the average sixth-grade as a whole (rather than a class that has primarily gifted students or special needs students.) Teach the lesson as designed in the regular teaching area in the library. Conduct a debriefing session to get student feedback.
Collaborate with a teacher to work with a class that is doing a research project. (Invite someone who plans to require a certain number of print resources in the students’ bibliographies.) Teach the lesson as designed in the regular teaching area in the library. Conduct a debriefing session to get student feedback.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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