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:
This is an very good plan! I know this plan is also hypothetical (teams are only expected to do a minimal try-out with at least 3-5 participants using whatever procedures you can), but I do hope you get the opportunity to field test your lessons eventually according to the procedures that you've laid here.
Your Expert Review section is very strong!
The other sections are also very good, but I do have some suggestions:
In the 1-1 session, you should include some mention of specific assessment instruments you will use. (Your plan of having these participants meet individually with the instructional designer is excellent.)
In your small group session, you need to be sure to include an assessment instrument that specifically collects data on the lesson's effectiveness. That is, have the participants actually learned anything. Your plan so far only includes having participants complete a survey. Knowing the participants' opinions and perceptions is important (so keep these), but these won't tell you directly if the participants have actually learned anything. So, similar to your plan for the field trial, you should include something that directly assesses their budgeting skills.
In your field trial, I suggest you also include the survey instrument (modified based on what you learn from the small group session). Although I like the post-lesson reflection, you might find that participants don't know what to reflect upon, so you should plan on giving them guidance, such as including specific points or issues you want them to address.
Again, your team did a wonderful job with this!
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 and evaluate the effectiveness of a budget for use in a real-world setting using proper formatting and including appropriate information.
The instructor's feedback to this step:
No specific feedback given on this step.
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:
An accountant, an adult learning specialist and a prospective student review the lesson at 4 levels:
1. Content
2. Technical accuracy
3. Quality of instruction
4. Relevance to the learner
The content review will ensure that the information given is correct. The technical accuracy review will ensure that all of the files, links, and other technical aspects are working correctly. The quality of instruction review will determine whether the format and flow of the lesson will be conducive to learning for the students. Finally, the relevance to learner's needs review will discover if the lesson meets the needs of the learners and is personally relevant for them.
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Your final response:
These evaluations will occur prior to the implementation of the lesson and should allow adequate time for implementing the necessary changes before the instruction occurs.
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Your final response:
Interviews will be conducted with each expert to solicit feedback regarding the instruction based on their area of expertise. The experts will provide written and verbal critiques while reviewing the lesson for their assigned criteria, and will in turn share this information with the instructional designer.
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: one-to-one |
Your final response:
Two potential learners drawn from a population similar to the actual students will evaluate how well the lesson enables students to generate a functional budget.
One of the students should have little or no budgeting experience and the other should be more experienced and knowledgeable about budgeting.
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Your final response:
This evaluation will occur after the lesson has been developed but before implementation.
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Your final response:
The potential learners will meet with the instructional designer critique the entire lesson. After this, the learner will rate the lesson using a Likert-scale in four categories:
1. Relevance to the learner
2. Overall style and flow
3. Instructional creativity
4. Is the instruction transferable to the real world
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The instructor's feedback to this step:
No specific feedback given on this step. |
| Learners: small-group |
Your final response:
In order to determine if the lesson will enable learners to perform the desire tasks, a small group evaluation will occur. The group will consist of 4-6 students who are drawn from a population with similar demographics to the actual students.
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Your final response:
This evaluation will occur after the lesson has been developed but before implementation.
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Your final response:
Each member of the group will be asked to fill out a survey regarding the lesson. They will rate and comment about various aspects of the lesson using a Likert-scale in four categories:
1. Relevance to the learner
2. Overall style and flow
3. Instructional creativity
4. Is the instruction transferable to the real world
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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 trial will actually be participating in the lesson. The instruction will be given in a manner that reflects how the instructor plans to do it in a real world setting. The students will be asked to accomplish the instructional task.
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Your final response:
This occurs in the implementation stage. The evaluation of the field trial will occur after implementation of the actual lesson in this quasi classroom setting.
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Your final response:
The students will be asked to create a budget using the information provided in class. In turn, their budget will be graded using set criteria. These budgets will show if the lesson had its intended affect.
Further, the students will be asked to write a post-lesson reflection in which they notify the instructional designer if they found the lesson to be helpful and how the lesson could be improved.
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The instructor's feedback to this step:
No specific feedback given on this step. |
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