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 your team did a satisfactory job on this IDA. It appears that you understand the process of formative evaluation pretty well. However, there were a few questions/concerns that I have:

Your expert review should occur before your one-on-one evaluations.

I like your description of how you selected the three learners for one-to-one evaluation. However, you failed to mention what you would be evaluating with them.

Why did you decide to have only 3-5 learners for the small group evaluation? The book recommends a minimum of 8. Furthermore, how will you select these learners and what will they be evaluating your instruction on?

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:

1.3 Given a set of procedures, the student will be able to demonstrate the ability to create a practice page that contains text in at least two styles and at least two different graphics. 1.4 Given a set of procedures, the student will be able to demonstrate the ability to create a hypertext link to an existing internet site.

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.