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:
Overall, I think this is good. A few clarifications will be very helpful.
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:
Students will be able to generate an application form that is most pertinent to the student for final evaluation.
The instructor's feedback to this step:
What are the conditions under which the students will do this (how)? One way to add the conditions is to begin with "Given...., SWBAT..." Is this a job application form, or something else althogether? final evaluation of the student or of the application? I think that with minor wording adjustments, this objective will become even clearer and will help to identify those performances you will want to assess.
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:
Experts will review the lesson in the following ways:
1.Course instructor will review content 2. Language Arts instructor (volunteer) will review technical accuracy
3.School counselor will review for relevance to the learner's needs
Content review is designed to make sure that no mistakes were made in the information given or especially with technical terms employed. The technical accuracy review will ensure that all information used is accurate and pertinent to the project. The relevance to the learner's needs will be reviewed so that the pre-establshed needs of the students has been met.
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Your final response:
The reviews will take place at such a time as will allow for a reasonable amount of additional time for any change that may be necessary before the lesson is implemented.
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Your final response:
The experts will examine the material and make suggestions by report or discussion in order to share findings with the lesson designer(s).
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The instructor's feedback to this step:
The type of application will guide the experts selected. If a job application, then I agree with these choices. Interview may also be an option for learning what the experts found and to clarify any questions. |
| Learners: one-to-one |
Your final response:
Two students will be used to ensure that a final product (i.e. appropriate application form) will be generated.
The students will be composed of one with little or no experience and one with at least some experience in producing an application document.
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Your final response:
This will take place after the lesson has been created but before it has been used with a larger group.
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Your final response:
Following the initial "trial" application, the 2 students will be surveyed on the relative value of the lesson in terms of:
1.Usefulness of the lesson in aiding students to achieve the goal of creating an application
2.How the lesson related to the target audience (grades 9-12)--did they understand it?
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The instructor's feedback to this step:
Good diversity in your one-to-one learners. The "goal" in the third column sounds like your "objective." |
| Learners: small-group |
Your final response:
A larger cross-section of students grades 9-12 will evaluate the lesson in terms of its ability to achieve the desired results. This group will consist of 2 students from the target audience grades 9-12, or approximately 6-8 students.
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Your final response:
This evaluation will take place after the one-to-one evaluation but before the large-group lesson is conducted.
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Your final response:
A survey will be administered for this group for the lesson and they will comment and rate the lesson as to:
1.Usefulness of the lesson
2.If the lesson was relevant to their needs
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The instructor's feedback to this step:
Good. At this stage, you could even have interviews to seek a deeper understanding of the changes needed before releasing to the larger group. |
| Learners: field trial |
Your final response:
For the field trial, the target audience will use the activities of the lesson in a typical school setting to produce the goal of the objective. The target audience will be students from grade level 9-12.
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Your final response:
At this stage, implementation,the evaluation of the field trial will occur after the activities of the lesson itself.
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Your final response:
Students will be required to submit a document that shows correct use of the information they have acquired during the lesson. The product, which will vary in type depending on the student, will be graded in terms of completeness, correct use of terms, and adherence to accepted methods concerning application forms.
In addition it may be useful to require the student to submit a short abstract stating their opinions on the value of the lesson.
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The instructor's feedback to this step:
"To produce the goal of the objective" is a bit unclear - maybe "complete the objective." Target audience may be 20-30 people. The objective asks students to generate an application form, which appears to be the same document they will submit here - good. This step should include assessments similar to earlier stages. The abstract could be used as your post-assessment tool. |
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