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 this is good. Some clarification of the "process flow" will be important.
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:
Taking into consideration his/her personality type, interests, and leadership style, the student will be able to identify at least five compatible careers by completing an online career search.
The instructor's feedback to this step:
Very clear!
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:
3 high school teachers with experience in career planning will be chosen to review the lesson’s content, technical accuracy, and quality of instruction. The content analysis will determine if all the major components of the lesson are accurately present and flow in a logical manner. The technical accuracy review will determine if the websites are relative to the lesson’s overall objective, properly linked, and easy to use. The instructional analysis will review the effectiveness of the delivery of the material.
|
Your final response:
The experts will complete the expert analysis independently and on their own timeframe with the deadline set just before the field test.
|
Your final response:
The expert analysis will be completed using state and local curriculum guides as checklists and by survey. The curriculum guides will assist in the content requirements. The survey will allow the experts to comment on particular instructional methods and/or relay new strategies.
|
The instructor's feedback to this step:
This should actually be completed and the instruction revised, prior to moving to the one-to-one evaluation stage (see column 2). |
| Learners: one-to-one |
Your final response:
3 sample learners (from the 10th, 11th, or 12th grades) will be selected for the evaluation of the “learnability” of the instruction. The learners will be selected based on grade level and knowledge of the subject. One 10th grader, one 11th grader, and one 12th grader will be chosen, respectively, because of the difference in ages and immediate goals.
|
Your final response:
The one-on-one sessions will take place at the very beginning of the formative evaluation process. The one-on-one sessions will need to be completed before moving to the small group.
|
Your final response:
The designer will observe each learner as they go through the lesson’s instruction. The designer will make note of any section of the instruction that appears confusing or misleading. When the learner reaches the end of the lesson, he/she will be asked which parts, if any, were confusing, misleading, or incomplete. The learner will be allowed the opportunity to ask specific questions about the lesson’s instruction and/or recommend ideas.
|
The instructor's feedback to this step:
Formative evaluation, in this IDA, begins with expert review (see column 2). |
| Learners: small-group |
Your final response:
The small group of learners will be evaluating the “learnability” of the instruction. A group of 5-6 learners from the 10th, 11th, or 12th grades will be selected for the small group analysis of the instruction.
|
Your final response:
The small group session will occur immediately after the one-on-one sessions but just before the field test.
|
Your final response:
The small group will be observed while going through the lesson’s instruction. The designer will make note of any section of instruction that appears confusing or misleading. A posttest based on the lesson’s objective will be issued to the learners to gain quantitative data for analysis. After the posttest, a post-instruction interview will allow the small group to discuss the positive and negatives of any portion of the instruction and posttest.
|
The instructor's feedback to this step:
Be sure to leave enough time to make changes presented in the one-to-one session before your small group evaluation (see column 2). |
| Learners: field trial |
Your final response:
The learners in the field test will consist of the whole group of learners in the intended focus of the lesson. The field test participants will be evaluating the “learnability” of the instruction.
|
Your final response:
The field test will occur after the design of the instruction is evaluated by the experts, one-on-one sessions, and small group testing.
|
Your final response:
The field test will take place in the normal classroom setting. Assessments will be used to evaluate student learning based on the instruction. Again, quantitative results will be helpful after the posttests are completed. Since the number of learners in the field test is much greater than the small group, a better representation of the mean score will be generated on the posttest, displaying both the quantitative and qualitative responses to the lesson and the instruction. A post-instruction interview will allow the learners in the field test to discuss the positive and negatives of any portion of the instruction and posttest.
|
The instructor's feedback to this step:
Good. These learners are your target group - could be 20-30 people. |
|