The document discusses instructional analysis and formative evaluation in instructional design. It describes the two steps of instructional analysis as goal analysis and subordinate skills analysis. Goal analysis involves outlining the steps an expert takes to achieve the instructional goal, while subordinate skills analysis identifies knowledge and skills learners need to perform those steps. The document also outlines the purposes and procedures of formative evaluation, including expert review, one-to-one evaluation, small group evaluation, and field testing. The purpose of formative evaluation is to assess and improve the effectiveness of instruction by gathering feedback and identifying areas for revision.
2. 7.3. DESIGN AND CONDUCT
FORMATIVE EVALUATION OF
INSTRUCTION
7.4. CONDUCT INSTRUCTIONAL
ANALYSIS
3. OBJECTIVE
• Describe the purposes of Formative Evaluation.
• To understand the Instructional Analysis
• Describe the two steps in Instructional Analysis
4. Instructional Design of Dick and Carey
The Dick & Carey instructional design model (AKA the Systems Approach Model) is a nine-
step process for planning and designing effective learning initiatives
5. INSTRUCTIONAL ANALYSIS
• It is the second step in Dick and Carey model. This
means you are determining the skills that your
students will need to learn what you plan to teach
them.
• The results from your analysis help you diagnose the
problem at hand, as well as help you develop a
better understanding of your learners' needs, the
contexts within which they operate, and the tasks
that they must perform.
6. Two Steps in Instructional
Analysis:
1.GOAL ANALYSIS
2.SUBORDINATE SKILLS
ANALYSIS
7. GOAL ANALYSIS
involves describing, in a step-by-step fashion,
what a person would be doing while performing
the goal. In order to perform a goal analysis it is
important that the designer possess enough
information on the subject matter that he/she be
able to describe what learners would be doing if
they were demonstrating that they could perform
the goal.
8. • In achieving your goal you should list the steps that you
would perform. This can simply be done in bulleted or
outline form. Try to list all of the steps that are important,
and keep in mind that if you are an expert the steps may
seem more obvious to you than they will to others.
• Once you have the goal steps and the sequencing down on
paper, the next step is to create a flowchart that presents
this information. The use of a flowchart allows you to
present the content and the sequence in a way that shows
the relationship between the various steps in the process.
11. Subordinate Skills Analysis
The second part of the Instructional Analysis is
the Subordinate Skills Analysis. This involves
identifying the subordinate skills and entry
behaviors needed to perform the instructional
goal. Doing this allows you to decide which skills
you are going to teach and which ones learners
will have to already possess before they are
exposed to the instruction.
12. SUBORDINATE SKILLS- is different from
Goal Analysis, in which you determined
the main steps necessary to achieve your
goal. In other words, the steps and
substeps identified during the Goal
Analysis are the activities that an expert or
skilled person would describe as the steps
in achieving the goal.
13. The subordinate skills are not steps or
substeps on the way to the goal; they are
the supporting information that learners
need to be able to perform those steps
(see below). They would not necessarily
be described by an expert when
describing the process.
15. What is the purpose of Goal Analysis and
Subordinate Analysis?
The Goal Analysis involves an examination of the steps
taken by an expert when he is performing the actions
stated in the goal. We have to remember that we are
looking at the steps taken in the performance
environment. We are not looking at what we want our
learners to do in the learning environment.
Subordinate Analysis adds the knowledge and the
prior skills that are necessary to complete the actions in
the process
17. Formative evaluation involves
assessing how effectively you have
learning initiative. This can be obtained
review, focus groups, testing of
piloting your learning program.
should be used to iterate the initiative.
18. • " formative evaluation is a judgment
of the strengths and weaknesses of
instruction in its developing stages, for
the purposes of revising the instruction
to improve its effectiveness and
appeal" (Tessmer, 1997, p. 11)
19. •Design and Conduct Formative
Evaluation- this assists the
designer with data with which to
make informed decisions
regarding revising and improving
the course or course materials.
20. The purpose of the Formative
Evaluation Design is to pinpoint
specific errors in the materials in order
to correct them, the evaluation design-
including instruments, procedures, and
personnel-needs to yield information
about the location of the reasons for
any problems.
21. FORMATIVE EVALUATION DESIGN
Ask yourself these 5 questions
1.Are the materials appropriate for the type of learning
outcome?
2.Do the materials include adequate instructions on the
subordinate skills and are these skills sequenced and
clustered logically?
3.Are the materials clear and readily understood by the target
audience?
4.Do the materials motivate the target audience and are they
relevant to the needs and interests of the study?
5.Can the materials be managed efficiently in the manner they
are mediated?
22. What is the purpose of evaluation in
instructional design?
An instructional design evaluation is a process
of determining whether a training program
meets its intended goal. In addition, evaluating
the course helps determine whether learners can
transfer the skills and knowledge learned into
real-world job performance
23. Overview of Formative Evaluation
Procedures
Martin Tessmer, in his book Planning and Conducting
Formative Evaluations, details the stages of the
formative evaluation process. According to Tessmer,
there are four stages of formative evaluation:
1.Expert Review
2.One-to-One
3.Small Group
4.Field Test
24. Expert Review
In this stage, experts review the
instruction with or without the evaluator
present. These people can be content
experts, technical experts, designers, or
instructors.
25. What is the purpose of this evaluation
type?
The expert review looks at the intrinsic
aspects of the instruction. these include
things like content accuracy or technical
quality. The instruction is generally not
evaluated in terms of learner performance
or motivation.
26. One-to-One
This is probably the most utilized form of
formative evaluation. In this stage, one
learner at a time reviews the instructional
materials with the evaluator present. The
evaluator observes how the learner uses the
instruction, notes the learner's comments,
and poses questions to the learner during
and after the instruction
27. What is the purpose of this evaluation type?
•The purpose of the one-to-one evaluation is to
identify the following:
•Content clarity
•Clarity of directions
•Completeness of instruction
•Difficulty level
•Quality
•Typographical/grammatical errors
•General motivational appeal
28. Small Group
In this stage, the evaluator tries out the
instruction with a small group of learners
and records their comments. Small group
evaluations typically use students as the
primary subjects and focus on
performance data to confirm previous
revisions and generate new ones.
29. What is the purpose of this evaluation
type?
The small group evaluation provides a "real
world" evaluation setting of learner
performance. It confirms successful aspects
of instruction and offers suggestions for
improvements to the implementation of the
instruction and ease of administration.
30. Field Test
In a field test, the instruction is evaluated in
the same learning environments in which it
will be used when finished. At this stage, the
instructional materials should be in their most
polished state, although they should still be
amenable to revisions
