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:
Overall, this is done very well.
Just as a general note to 6170 students that in your IDA’s, keep in mind that the Dick and Carey model asks us to make revisions at each step in the formative evaluation process, before continuing to the next step. (We realize that you may not do this for your team project because of the limitations of the assignment.)
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:
Lesson 2 Title: Identify and evaluating the purpose and objectivity
Lesson objective:
1) Given a webpage for evaluation (condition), pupils will be able to classify (behavior) the webpage according to its purpose correctly with a checklist (criteria).
2) Given a webpage for evaluation (condition), pupils will be able to demonstrate (behavior)the ability to evaluate the objectivity of the webpage with a checklist (criteria).
The instructor's feedback to this step:
Good work! One point of clarification - are you saying that the students will be given a webpage and a checklist?
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:
Three experts with different expertise will be consulted.
An expert with expertise on website evaluation will be asked to help review
i) the accuracy and currency of the materials used in the lesson.
ii) the appropriateness of the websites chosen as examples and the essential questions used in the checklist.
iii) the appropriateness of assessment items.
A media specialist who has work closely with pupils in their research work will be asked to review
i) the appropriateness of the checklist for eventual performance context.
An expert who is familiar in giving this form of instruction to review
i) the appropriateness of the type and amount of learner’s participation activities that is included in the lesson.
ii) the appropriateness of assessment items.
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Your final response:
Two weeks prior to the formative evaluation with subject-matter experts, they will be given the following information and materials for their reviews.
i) Behavior objectives expected from the pupils for this lesson.
ii) Instructional strategy to be adopted for this lesson.
iii) Materials that will be used during class. This will include the checklist and a list stating the websites that will be used for the lesson.
Review will be completed prior to the one-to-one formative evaluation with pupils.
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Your final response:
Two weeks after information and materials were given to subject-matter experts for review, an interview will be carried out with them to gather their views. This will be done with them separately on a one-to-one basis.
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The instructor's feedback to this step:
Well thought-out. Very good. |
| Learners: one-to-one |
Your final response:
Evaluation will be carried out with
i) a pupil with some prior knowledge of the content to be taught,
ii) a pupil with no prior knowledge of the content but possess the entry behaviors, and
iiii) a pupil with no entry behavior.
The pupils will be asked to review
i) the clarity,
ii) the impact and
iiii) the feasibility of the instruction given.
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Your final response:
This will take place right after the reviews with the experts.
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Your final response:
1) Explain to the pupils that a new set of instruction has been designed and their reaction to it is needed. It will be made clear o them that any mistakes they might make are probably due to the deficiencies of the instruction and materials given and not theirs. This will set them at ease to talk freely and truthfully about the newly designed instruction.
2) Sit beside pupil and go through the instruction with them using the actual checklist and computer for assess to internet. Ask pupil to circle and clarify any instruction which is not clear to them.
3) Get pupils to go through the learner participation activities and the posttest. Ask for the reason to the response they give to each essential question given in the checklist which may prove helpful in the revision process later.
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The instructor's feedback to this step:
Good. Be sure to leave enough time after the expert reviews to make changes based on the expert feedback, before moving to the one-to-one evaluation. |
| Learners: small-group |
Your final response:
A small group of about eight pupils with differing learning ability will go through the instruction in the same way as the actual lesson. By doing this, I hope to
i) identify any remaining learning problems that pupils may have after the changes made in response to one-to-one and expert review.
ii) see if pupils are able to go through the checklist without much guidance while they engage in posttest.
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Your final response:
The small group formative evaluation will be carried out after appropriate revision was made to the prototype of instruction in response to the experts and one-to-one review of the newly designed instruction.
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Your final response:
1) To look at how well they have done on the posttest to gauge the effectiveness of this set of instruction.
2) An attitude questionnaire will be administered to the pupils followed by an in depth debriefing with some of the pupils. This is to obtain their reaction to the instruction and identify, from their perceptions, weaknesses and strengths in the implementation of the instructional strategy.
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The instructor's feedback to this step:
Good. |
| Learners: field trial |
Your final response:
A class of about thirty pupils will be invited to take part in the field trial and a typical instructor will be asked to deliver the lesson. The purpose of this field trial is to determine if the changes in instruction made after the small group stage are effective.
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Your final response:
The field trial will take place after all instructional materials are revised in response to the information gathered from the all prior reviews.
One week prior to the field test, the instructor will be given a set of instructional guides so that the instructor will know exactly how to use the instruction.
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Your final response:
1) Observation of the actual implementation of instruction will be done to collect data on the effectiveness of the instruction in a real setting.
2) An attitude questionnaire will be administered to the pupils followed by interviews with the instructor and some of the pupils. The information here will be used to plan and make final revisions in the instruction so as to enhance its effectiveness to help pupils achieve objectives of the lesson.
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The instructor's feedback to this step:
Good attention to detail. |
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