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Instructional Design Activity: Needs Analysis

 

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:

Titus, I think you have a solid grasp of the needs assessment process. Great job with this IDA. My suggestions are minor. #6 Rewriting the Problem Statement: I understand the problem, but I think it could be written a little more clearly. Look back at your first draft. It is recommended that the problem statement is written so that the context (Calculus course) is the subject. By doing this, the organization responsible for the problem is identified clearly and subsequewntly, this shows who needs to 'take action' to resolve the problem. I would suggest using your original problem statement and insert the details ("basic and specific operations") you included in your final draft *without* changing the format. I suggest something along these lines: "The AP Calculus course does not adequately prepare students to use a calculator to perform basic operations (needed for all areas of mathematics) and specific operations needed in the Calculus course." #7 Your instructional goals were right on target. The first one, in particular is rather vauge, but we will be focusing on how to make them more specific in the next stages of the course. I hope you do as well on your future IDAs! Email me if you have any questions. Lindsay

 

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:

AP Calculus Course

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:

The AP Calculus course is the highest level course offered in the Mathematics Department at Brookwood High school, which is a part of the Gwinnett County Public School System. GCPS is the largest school system in the state of Georgia. Also this course is offered with the endorsement and approval of the College Board, which is a non-profit examination board in the USA, comprised of over 4,500 institutions of higher learning. Within this course there are instructional tools (TI-Smartview, ActiveView, and Geometry SketchPad), resources(AP tests, Finney text, Larson text, Barrons testprep), one instructor, and students who have successfully completed a prerequisite course in Precalculus.

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:

Students enrolled in the AP Calculus are not able to answer questions that require use of the calculator. They do not understand the syntax that is required to use the calculator effectively.

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:

The use of the calculator is required in an AP Calculus course. To explore certain aspects of Calculus, a graphing calculator is required. Half of the AP test associated with this course can only be completed with the use of a calculator. So without proficient use of a graphing calculator a student will not be able recieve college credit for this course.

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 AP Calculus course does not prepare its students to use a calculator.

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.

 

Data sources (who, what)

Information gathered

What did you find? (Needs)*

Example: Interview participants in course; administer class survey; administer test of understanding.

Example: Participant opinions on IDAs and course; Participant score on test.

Example: Participants believe there is too much jargon (felt need); Participants don't understand ID vocabulary as compared to other classes (comparative need); Participants don't score above national average (comparative need); Participants don't/couldn't see the relation between their work and the ID process)

Your final response:

Administer the College Board calculator skills test to determine the level of proficiency; Administer a survey to determine where the greatest lack of understanding lies and the amount of calculator use experienced in previous math classes.

Your final response:

Students scores on the test, results from the nation-wide test and results from the survey

Your final response:

Students are frustrated with the syntax used in the Ti-86 graphing calculator (Felt Need); 80% of the students failed the basic calculator skills test (Normative Need); 75% of students had not used a graphing calculator on tests in previous courses (Expressed); The scores from the test were well below the national average (Comparitive);

*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?

Prioritized needs

Reasons/evidence for priority

Your final response:

1. 80% of the students failed the basic calculator skills test (Normative Need) 2. The scores from the test were well below the national average (Comparitive)3. 75% of students had not used a graphing calculator on tests in previous courses (Expressed) 4. Students are frustrated with the syntax used in the graphing calculator (Felt Need)

Your final response:

The first 2 needs are the most important because it deals with the actual deficiency in calculator use. The student scores and how it relates to the national average indicates a great gap in their knowledge level. The 3 need is next because this deals with a possible cause of this lack of knowledge. The students have not had much experience with the calculators. Lastly the frustration the students are feeling is the last priority because the frustration is probably due to the needs that are unmet in the first 3.

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:

Calculator skills are not being taught in the AP Calculus course so that students may perform basic operations (needed for all areas of mathematics) and specific operations needed in the Calculus course.

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.

 

Instructional goals by priority

Reasons for importance

Your final response:

1. Students in the AP Calculus course will be able to demonstrate proficiency with the basic functions of a graphing calculator. 2. Students will be able to use the calculator to answer Calculus based questions.

 

Your final response:

The first goal is most important because without the basic skills of a calculator, the student will never be able to move forward and be able to use the calculator for content related to the course. The second goal that deals with the actual content of the course could never be possible without the first goal being met. It is also important, but it is obviously the secondary goal.

The instructor's feedback to step 7:

No specific feedback given on this step.