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, your IDA reflects the suggestions of the example, and I believe it would also be helpful to you at this point to know and identify in greater detail, the participants and the amount of time you expect this to take, etc. After searching for the assessment tool on the WWW I realized my own "colors." This is a fun activity!
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:
TSWBAT classify their own individual personality type by labeling him/her self as blue, gold, green, or orange after completeing, in written form, the 15 questions on The True Colors Personality Assessment developed by David Kiersey.
The instructor's feedback to this step:
I like this objective and agree that it is concise and explains clearly what should happen.
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:
Will have the experts review the lesson on three levels:
1. content
2. technical accuracy
3. quality of instruction.
The content review will help ensure that no mistakes were made in the information provided to the learners re: such as the instructions for completing the assessment.
The Technical Accuracy Review will help me to determine if the technical references to personality characteristics correlate themselves from personality types.
On the Quality of Instruction Review, the experts will rate the instruction on its, relevance and effectiveness.
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Your final response:
Will be based on the experts’ time frame, but will hope to have the three reviews completed prior to one to one group evaluation by the learners
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Your final response:
The review will be conducted through surveys and interviews with the experts. The surveys will be provided for the experts to guide their review. The interviews will take place after the review is completed to clarify any information.
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The instructor's feedback to this step:
I think this is good - I would like to know more specific information about who your experts will be and the time frame (1 week?, etc). |
| Learners: one-to-one |
Your final response:
3 sample learners will be selected for the evaluation of the “learnability” of the instruction.
The learners will be selected based on their level of education: 11th or 12th grade, as well as , no history of a career education course taken at the high school level.
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Your final response:
The one-on-one sessions will occur early in the process.
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Your final response:
The designer will sit with each learner as they go through the personality instruction, marking areas in the instruction where it appears to be confusing, answering questions the learners pose as they complete the instruction. An interview will be conducted after each learner has gone through the instruction to answer any questions and to clarify any information.
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The instructor's feedback to this step:
Good. How early will the one-to-one session occur? |
| Learners: small-group |
Your final response:
As with the one-on-one sessions, the small group of learners will be evaluating the learnability” of the instruction.
A group of 5-6 learners matching the target audience will be selected for this round of evaluation.
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Your final response:
The small group session will occur after the one to one process is complete.
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Your final response:
A survey questionnaire will be used to assess students’ pre-determined goals and knowledge of a possible career. Post-interviews with the participants will allow me to investigate points of confusion in the instruction and allow me to know if the student is able to classify their personality by the appropriate color.
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The instructor's feedback to this step:
Good work. |
| Learners: field trial |
Your final response:
Again, the learners in the field test will be evaluating the “learnability” of the instruction.
The learners in the field test will be the actual learners who will be using the instruction once it is completed.
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Your final response:
The field test will occur after the design of the instruction is complete.
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Your final response:
The evaluation will take place in the business education classroom setting where the instruction will be used on a regular basis. As with the small group, assessments will be given as well as a post-instruction interview. Each student will leave with an information card that list their personality color and careers related to that field.
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The instructor's feedback to this step:
Great. The learner field trial may have roughly 30 people in it...you could probably consider other ways of collecting field trial data after the session if you didn't have time for individual interviews. |
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