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:

Hi Michael: A very interesting topic that is worth chewing on some more here. I think you need to be more specific about the problem and goals throughout the assignment. For example, the idea about the meal being healthy did not enter into the Needs Assessment until much later. You should emphasize 3 things and be specific about each one: 1. Easy (what does this mean?) Items that you can find at any grocery store? No special equipment? 2. Healthy (by what standards?) 3. Relatively short amount of time? Your survey should have told you that people want to be able to cook this meal in less than 45 minutes (my example). Your instructional goals should reflect the specificity of your problem statement. For example, Given their own kitchen and the required ingredients, students will be able to cook a healthy meal according to the American Dietician Association standards, in less than 45 minutes. Please address these areas and resubmit it to me for feedback. Dr. Law.

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:

Adults that want to cook a meal at home

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:

Many people cook at home and would like to be able to create a variety of meals at home. People are stressed for time, so this meal will be a quick one to prepare.

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:

People often talk about not knowing how to make a good meal. Rachel Ray's 30 Minute Meals show and books are very popular. People state that they want to have more meals with their families around the dinner table at home. People can control the nutrtional aspects of meals they prepare themselves. It is generally cheaper to buy ingredients and cook at home rather than eat at a restaurant.

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:

Popular media speaks to the idea that people want to eat at home. Having taken several cooking classes I have discussed the issue of learning to cook with several people. There are constant reports in various that people are stressed about hte amount of free time they have. Contrary Despite the popularity of television cooking shows eveidence shows that people are not cooking more often. It may be that instead of learning how to cook they find cooking shows intertaining. So it may not be a lack of knowledge or ability that keeps people from cooking it may be a lock of desire to cook.

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:

People don't know how to cook a good meal in a short period of time, so instead of making a meal they eat out or microwave something.

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:

People don't cook at home because they don't know how to make a healthy good tasting meal in a relativley short period of time.

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:

No specific feedback given on this step.