Topic
A3.5: Instructional Design
Evaluation - The Final Phase
This phase, although listed last, takes place
throughout the instructional design process, so it’s not really
the final phase in sequence. The two primary types of evaluation are formative and summative.
Many colleges and universities routinely evaluate their courses and
faculty in such a manner. For example, the Instructional Evaluation
Questionnaire (IEQ) used at the College of Southern Maryland helps
record and assess student perceptions of the effectiveness of the courses
they take. The questionnaire is used to formally evaluate an instructor’s
performance (click here to download a Word
version of the IEQ).
Formative evaluation
occurs as you progress throughout the ISD process by testing the relevancy
of the content material. It is considered a reiterative process because
you’re never really completely finished with one phase of the
ADDIE model when you enter into the next. Also, at any time in the
ISD process you may need to repeat some or all of a given phase if
the project is off track. This is not a bad thing! It is much better
to rework a small section of your course now than to continue down
the wrong path, designing and developing content that in the end has
to be thrown out because it does not meet your needs.
The goal of formative evaluation
is to determine how well students have mastered the material presented
so you can determine the direction to proceed. During formative evaluation,
you may determine what still needs to be learned. You may also look
for alternative learning approaches to maximize the various learning
styles present in your students.
Learning
Activity II |
Using the outcome you described in Learning
Activity I, go to the Demonstrating
Competency forum and describe one or two strategies you could
use to demonstrate your students’ competency. |
TOP
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