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:
Good work!
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:
The student will be able to generate a comparison chart of two companies that offer careers in their field of interest by conducting research on the web.
The instructor's feedback to this step:
Sounds good. I think the objective could be clarified by highlighting the condition: "Given access to the WWW, TSWBAT..." and by clearly aligning "their field of interest" with the student and not the companies.
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 lesson will be reviewed by three business education teachers and two recent high school graduates. These experts will review the lesson for three characteristics:
1. Content
2. Technical accuracy
3. Quality of instruction
The content review will be conducted to make sure there are no mistakes in the lesson provided.
The technical accuracy review will assist in making sure that references to web sites are correct and in functional.
The quality of instruction review will help to ensure that there is adequate student participation.
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Your final response:
These reviews will be conducted approximately three weeks prior to the implementation of the lesson. This time frame will allow for modifications and revisions.
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Your final response:
Methods used for these reviews will include: discussion with the experts and checklists. The checklists will ensure consistency among the review panel members.
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The instructor's feedback to this step:
The 'quality of instruction review' should tell you if the lesson seems effective. In the "how" column, will checklists be consistent, given the varying roles of your review panel members? Interviews could be very helpful. |
| Learners: one-to-one |
Your final response:
Three sample learners will be selected for the evaluation of instruction. These learners will be selected based on the characteristics of the intended instructional group. They will evaluate the “learnability” of the lesson. They will evaluate the lesson content, complexity, and learner engagement
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Your final response:
One-on-one learner reviews will occur at least one week prior to the actual implementation of the lesson. This will allow for modification and revisions based on student feedback.
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Your final response:
Each sample learner will go through the steps as given in the self-guided handout with the designer. The designer will note areas of confusion for the learner and answer questions of the learner.
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The instructor's feedback to this step:
Good. |
| Learners: small-group |
Your final response:
A small group of students, 4 – 6 members, will complete the lesson themselves and then evaluate (as the one-on-one learner) the “learnability” of the lesson. The characteristics of the students selected for this group will be based on the intended instructional group. These students will evaluate the lesson content, complexity, and learner engagement.
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Your final response:
The small group review will occur approximately one week prior to the actual implementation of the lesson. This will allow time for modifications and revisions based on student feedback.
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Your final response:
Methods used for these reviews will include: discussion with the students and a series of questions which will serve as a post-test. These specific questions will ensure consistent evaluation of content, complexity, and learner engagement from students.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: field trial |
Your final response:
The learners in the field test will consist of the complete group of students which will eventually receive this lesson. Again, they will evaluate the “learnability” of the lesson.
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Your final response:
This field test will occur after the designer has made modifications and revisions as noted by experts, one-on-one evaluators, and “small group” evaluators.
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Your final response:
This evaluation will take place during the regularly scheduled class period for this group of students. Since this activity is self-guided and requires input from each learner, each student will be given a checklist to facilitate there evaluation. As they complete each step, they will check off the item. They will also have additional space on the checklist to provide additional comments.
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The instructor's feedback to this step:
Good. 'Additional comments' will be critical to your understanding of why something may not have been checked. May want to consider a survey as well. |
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