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:
You did an good job here. You seem to understand the process very well.
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:
The student will be able to generate a magazine to teach about the cultural changes in the United States during the decade of the 1920s.
The instructor's feedback to this step:
This has all the elements of a well written objective, albiet a bit beyond the scope of a lesson. Nice Job.
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:
I will have 3 fifth grade teachers review the lesson on 3 levels:
1) Lesson Content
2) Technical Accuracy
3) Quality of Instruction
Review of the lesson content will ensure the items mentioned are clear, logical, and sequential. The technical accuracy review will enable us to know if the rubric effectively guides students to meet the lesson objectives. The quality of instruction review will center on the effectiveness of instruction to promote learning.
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Your final response:
The Content and Technical Accuracy Reviews will take place before instruction begins.
This review will provide feedback which will enable the instructor to fill any gaps which may exist or make clear any instructions which may be ambiguous.
The Quality Instruction review will take place after the lesson is completed.
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Your final response:
All of our experts will be given a list of instructional materials used in preparation for this lesson, including websites, video, textbook, and rubric outlining objectives. They will also be given an outline o lesson content and a checklist to be used to share in individual interviews.
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The instructor's feedback to this step:
Good, this is well done. |
| Learners: one-to-one |
Your final response:
Three learners with varying abilities will be selected for the evaluation of instruction learnability. These learners will be selected based upon their reading comprehension and writing skills: beginning, average, and experienced.
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Your final response:
One-to-one sessions will occur soon after the lesson has been developed and expert input is executed.
Interviews with the learners will be conducted to obtain feeback.
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Your final response:
The designer will closely observe each sample learner as instruction is conducted, noting:
-questions asked and their indications
- places where clarification is needed
Feedback from interviews will be used to improve the lesson.
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The instructor's feedback to this step:
Good, this is well done. |
| Learners: small-group |
Your final response:
Three groups of 3-4 students are engaged to evaluate the clarity and effectiveness of the lesson. These small group members will be representative in ability levels of the target group.
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Your final response:
The results of the one-to-one interview sessions will be used to improve and further develop the lesson.
Instruction will be further revised to reflect the suggestions the experts and on-to-one learners.
This information will be shared with the small group and an attempt will be made to gather additional feedback for improvement.
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Your final response:
A check list will be used to gather feedback. Included on the checklist will be questions regarding the clarity and effectiveness of instruction and lesson content.
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The instructor's feedback to this step:
Good, this is well done. |
| Learners: field trial |
Your final response:
The learners in the field trial will consist of 25 5th graders who will evaluate the effectiveness and learnability of the instruction.
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Your final response:
The field test will occur after the designer has made corrections to the lesson based upon all the feedback received.
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Your final response:
The evaluation will take place in the classroom. The students will be required to generate a magazine. Magazines will be graded using criteria listed on the rubric. This includes format, relevance of the information, and creativity. Magazines will be the primary indicator of the effectiveness of the lesson.
In addition, learners will be interviewed to determine their impressions of lesson effectiveness.
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The instructor's feedback to this step:
Good, this is well done. |
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