Return to the list of Needs Assessment IDAs | Return to the IDA Library Home Page

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:

Hi Audrea: Your instructional goals are much more focused. They could be a improved to be more precise such as, You wrote: 2. Students will be able to demonstrate the topics of algebraic fundamentals, operations of real number and algebraic expressions, solving equations and inequalities, and functions and their graphs that are presented on the EOCT by practicing the procedures and rules for each topic. Suggestion: 2. Students will be able to demonstrate the knowledge and skills required for performing algebraic fundamentals, operations of real number and algebraic expressions, solving equations and inequalities, and functions and their graphs that are presented (this part is not needed since it will become part of the instructional plan) on the EOCT by practicing the procedures and rules for each topic. Overall it is a big improvement. I have changed your rating to satisfactory. Dr. Law Hi Audrea: Overall, I really like your IDA on needs assessment. It is well formulated and addresses an real-life important instructional problem. Here are a few suggestions for improving it: You wrote: Students in the Algebra 1 classes at Forest Park High School score below a 40 % on the Algebra 1 End of Course Exam. The skills in Aglebra 1 is needed on the High School Graduation Test. If the students do not pass the test then the students will not be able to particiapte in graduation and receive their diploma. What percentage of students are scoring below 40% on the exam? It seems like this metric is needed to indicate the magnitude of the problem. It may be more important to report the percentage of students that do not pass since rather than just the ones scoring below 40%. You wrote: Forest Park High School does not adequately prepare the students in Algebra 1 to master the course objectives. Do we know if there is proper alignment between the learning objectives used by the teacher and the objectives being assessed on the test? What if there are skills that are not being taught (or emphasized enough) that are being assessed? I'm sure you considered this but it is important enough to clarify in your problem statement. You wrote: Instruction in the classroom needs rigor. I know what you mean but it needs to be more specific (i.e., more practice and feedback opportunities, time-on-task, etc.) Your wrote: Algebra 1 classes does not adequately prepare students in the applications of mathematical skills to transfer the information into a testing enviroment. I would go back to the specific test and relate it to those standards and learning outcomes. Students may do well on some other Algebra tests but that is not the focus of this particular problem. They need to master the skills required in this specific test which should have the desired outcome you stated. You wrote: Students in the algebra 1 classes will be able to solve revelant math problems by correctly chosing the correct procedure. Students will work the application problems using the model of Read, Draw a table, Write the Equation , and Solve. I think this is too broad and not specific enough. It needs to address the skills required to pass the exam as the primary goal. You can include other goals such as promoting transfer and critical thinking - which are ultimately what we want to accomplish. See if you can address these issues and let me know when you have an update. You will need to send me a regular e-mail since I don't think it will let you use the notify function a 2nd time. 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:

Algebra 1 students at Forest Park High School

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:

Forest Park High School is one of 8 high schools in Clayton County. Clayton County is a public school system in the state of Georgia. Algebra 1 is considerd a prerequisite course to all other math classes. Students take Algebra 1 in the 9th grade in Clayton County.

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 in the Algebra 1 classes at Forest Park High School score below a 40 % on the Algebra 1 End of Course Exam. The skills in Aglebra 1 is needed on the High School Graduation Test. If the students do not pass the test then the students will not be able to particiapte in graduation and receive their diploma.

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:

Students are passing the teacher prepared coursework, but are not passing the EOCT exam or any assginments similar to the EOCT. The exam counts for 15% of their final grade.

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:

Forest Park High School does not adequately prepare the students in Algebra 1 to master the course objectives.

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:

Observe teacher instruction in their Algebra 1 classes, administer a diagnostic test that determines the weak areas, View previous math test scores such as the CRCT and previous math course grades.

Your final response:

Using the diagnostic test, should determine a raw score that was broken down by each domain - group of objectives. Observing the class, should indicate the level of instruction and if instuction support the level of questions presented on the EOCT. Also, reviewing the previous math courses, should indicate whether the prerequisite skills are satisfied.

Your final response:

1. The diagnostic test revealed that students are weak in all domain areas. 2. Students are scoring between 32% and 51%. The students need to score at least 70% on the test. 3. Instruction in the classroom needs rigor. 4. Students are asked to work problems similar to what the teacher is modeling, but they are not asked to work any application problems. Students need to see how math applies to their world.

*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. Students are asked to work problems similar to what the teacher is modeling, but they are not asked to work any application problems. Students need to see how math applies to their world. 2. Students are scoring between 32% and 51%. The students need to score at least 70% on the test. 3. Instruction in the classroom needs rigor. 4. The diagnostic test revealed that students are weak in all domain areas.

Your final response:

The reason the emphasis is on instruction first is because if the students are exposed to information similar to the EOCT test, then the students will perform well on the test. Adding higher level problems to the instruction will enable the students to become critical thinkers.

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:

Algebra 1 classes does not adequately prepare students in the applications of mathematical skills to transfer the information into a testing enviroment.

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:

Students in the algebra 1 classes will be able to solve revelant math problems by correctly chosing the correct procedure. Students will work the application problems using the model of Read, Draw a table, Write the Equation , and Solve.

 

Your final response:

If the students master the above goals, then the process can be applied in any situation.

The instructor's feedback to step 7:

No specific feedback given on this step.