Apt chapter 11

Chapter
11:

Revising
Instructional
Materials

By
Reginald
Smith

OBJECTIVES:

• Describe
various
summarizing
methods
for

summarizing
data
obtained
from
formative

evaluation
studies

• Summarize
data
obtained
from
formative

evaluations
studies

• Given
summarized
formative
evaluation
data,

identify
weakness
in
instructional
material
and

instructor
–led
instruction

• Given
formative
evaluation
data
for
a
set
of

instructional
materials,
identify
problems
in
the

materials,
and
suggest
revision
for
the
material

REVISION:

• Revision
of
the
instruction
occurs

after
the
formative
evaluation.

• There
are
two
types
of
revision

– The
first
changes
made
to
the

content
or
substance
of
the

materials
to
make
them
ore

accurate
or
effective.

– The
second
concerns
the

procedures
employed
in
using

the
materials

SMALL
GROUP:

§ Both
one-‐to-‐one
and
small-‐group

trials
provide
data
for
the
revision
of

the
materials.

However,
data
collected

from
one-‐to-‐one
trails
are
usually
less

indicative
of
the
target
population’s

reaction
to
the
materials.

Therefore,

data
from
one-‐to-‐one
trials
is
usually

used
for
revision
of
the
more
obvious

problems.

§ The
small-‐group
and
field
trials

provide
the
instructional
designer

with
more
concrete
data
for
revision.

The
individual
assessment
items
can

be
analyzed
to
see
if
they
are

effectively
measuring
the
performance

of
the
corresponding
objective
as
well

as
to
see
if
there
are
problems
with

specific
areas
in
the
instructional

materials.

This
data
is
usually

complied
for
some
sort
of
analysis

OBJECTIVE
PERFROMANCE:

• The
purpose
of
this
is
to
create
two

summaries
for
analysis

▫ item
quality
and
learner

performance.

•
Item
analysis
determines
the

difficulty
of
each
item
for
the
group,

determines
the
difficulty
of
each

objective
for
the
group,
and

determines
the
consistency
of
the

objectives’
test
items

Learner’s

Items-‐by-‐objective
Performance:

• The
second
type
of
analysis
analysis

that
can
be
conducted
using
the
item-‐
by-‐objective
is
individual
learner

performance.

▫ Before
conducting
this
analysis,

you
should
eliminate
any
items

judged
faulty
during
the
item

analysis.

Data
about
learners’
performance
on

items
on
objective
provide
different

information,
and
for
the
formative

evaluator,
data
on
objective
mastered
are

more
information
than
raw
scores

Performance
Test:

• Item
–by-‐item
objective
table
provides

the
date
for
creating
tables
to

summarize
learners’
performances

across
tests.

• You
may
summarize
learners’

performances
across
test
using
the

percentage
of
objectives
mastered
on

each
test

Learner’s
Performances:

• Another
graphic
technique
for

summarizing
evaluation
data
involves

the
instructional
analysis
chart.

• This
procedure
requires
the

determination
of
the
average
pretest

and
posttest
performance
of
learners

participating
in
the
formative

evaluation

Other
Types
of
Data:

• Other
types
of
data
to
be
analyzed

include
information
gathered
from

– attitude
questionnaires

– open-‐ended
responses

– student
comments
on
the

instruction

Data
Examination
Sequence:

• Once
data
has
been
collected,
it
should

be
used
in
the
following
order:

1. Entry
behavior
required
–
Did

the
learners
in
the
formative

evaluation
have
entry
skills
you

anticipated.

If
so,
did
they
succeed

with
the
instructional
materials?

2. Pretests
and
posttests
used
-‐

Learners’
pretest
performance

should
decrease
as
you
move

upward
through
the
hierarchy
–

that
is,
there
should
be
poorer

learner
performance
on
the

terminal
objective
than
on
the

earlier
skills.

Sequence
cont….

1. Instructional
strategy

employed

2. Learning
time
required
–
An

important
concern
in
any

formative
evaluation.

It
may
be

necessary
to
revise
materials
to

make
them
fit
with
a
particular

time
period

Sequence
cont…

1. Instructional
procedures
used

–
Data
related
to
the

implenentation
of
instructional

materials
must
be
examined

2. Revision
process
–

• Revision
of
Selected

Mater When
working
with
selected

material
there
is
little
opportunity
to

revise
the
material
directly
especially

if
they
are
commerically
produced
and

copyrighted.

With
copyrighted
materials,
the

instructor
can
consider
the
following

adaptations
for
future
trials
and

Instruction-‐Led
Instruction:

Revision
Selected
cont…

– Omit
portions
of
the

instruction

– Include
other
available

materials

– Simply
develop
supplementary

instruction

Summary:

• The
data
you
collect
during
the

formative
evaluation
should
be

synthesized
and
analyzed
in
order
to

locate
potential
problems
in
the

instructional
material.

Summary
cont….

• Your
data
summaries
should
include

learners’
remarks
in
the
materials,

their
performance
on
the
pretest
and

posttest,
their
responses
on
the

attitude
questionnaire,
their

comments
during
debriefing
sessions,

and
information
giane
from
the

performance.

Apt chapter 11

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Apt chapter 11