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:

Very good! You've demonstrated a firm grasp of needs assessment procedures!

1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.

a. List the context, also known as the "system of interest".

Your final response:

Introduction to solve adpation problems in Athens

b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

Your final response:

Introduction to solve adaptation problems in Athens course is offered by the International Student Life office at the University of Georgia. Within this course there are On-line classroom, computer-mediated communication tools (email, bbs, WebCT), one instructor and two facilitators, and participants (international students) who are adapting to life in Athens. The aim of this course is to teach solving the problems related to adapting in Athens. The ISL orientation programs are provided on-line.

The instructor's feedback to step 1:

No specific feedback given on this step.

2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.

Your final response:

The majority of International students at the University of Georgia have been identified as having problems to adapting to life in Athens. They have great difficulties in obtaining a house in Athens, opening a bank account in the U.S, applying for visa, and registering for a course. etc Without ISL Orientation Class in the classroom, students didn’t get the knowledge solving adaptation problems in Athens.

Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

Your final response:

International students who didn’t attend the ISL Orientation Program in the classroom were found to have difficulty concentrating on their studies and spent much time on things other than their studies. If student missed this class in the classroom because of flight schedule, department schedule and private reason. they don't get the knowledge solving adaptation problems in Athens. The ISL orientation programs should be provided on-line to international students before arriving at Athens.

The instructor's feedback to step 2:

No specific feedback given on this step.

3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

Your final response:

The international student life office believes strongly in providing information on Athens life over the Internet. Without attending classes, international students didn't get the information on how to solve problems related to adaptation to life in Athens.

The instructor's feedback to step 3:

No specific feedback given on this step.

4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.

The instructor's feedback to step 4:

No specific feedback given on this step.

5. Prioritize your list of needs.Which are most important? Why are they most important?

The instructor's feedback to step 5:

No specific feedback given on this step.

6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

Rewrite the problem statement here:

Your final response:

The majority of International students at the University of Georgia have problems related to adaptation in Athens and don’t know how to solve the problem. Without attending classroom, international students didn't get information on how to problems related to adaptation to life in Athens.The ISL orientation programs should be provided on-line to international students.

The instructor's feedback to step 6:

No specific feedback given on this step.

7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.

The instructor's feedback to step 7:

learn is a poor action verb. See Dr. Rieber's slides.