EVALUATION: DETERMINING THE EFFECT OF THE INTERVENTION
- 1. SADIA SADIQ 164-FSS/PHDEDU/F19 UNIT:7 EVALUATION: DETERMINING THE EFFECT OF THE INTERVENTION
- 2. ACTIVITY GRID (SCHEDULE) OF MODULE S. No Content and Activity Type Learners’ Activity Time 1 Introduction of the Module: Introduction of the Module 5 min 2 Video (1) Evaluation: Determining the Effect of The Intervention Watch the video and take notes 5min 3 Reading Material (1): Determining the Effect of The Intervention its importance in Education Read and Review of Evaluation: Determining the Effect of the intervention and its importance in instructional design implementation and for teachers 7 min Reflect upon it and note down important points. 4 Group Discussion Learners will discuss the noted points of reading and asked the queries related watched video 3 min 5 Video (2) Evaluating Learner Achievement Watch the video and take the note 8 min 6 Reading Material (2): Read the provided material carefully, 10 min
- 4. By the end of this session, the students will be able to 1. Define evaluation in general and learner evaluation in particular. 2. Express the role of evaluation in the instructional design process. 3. List the different types of learner evaluation. 4. Describe the process of learner evaluation. 5. Develop appropriate test items. OBJECTIVES
- 5. The following picture will be shown and then asked to share their opinion about evaluation. After eliciting their responses, the students will be told that the concept of assessment is very much changed after the Howard Gardner Theory of Multiple Intelligences. Then the teacher will share the quote of Einstein’s that is; “Everybody is genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. ICEBREAKER
- 6. INTRODUCTION
- 7. Video (1) Evaluation: Determining the Effect of The Intervention https://www.youtube.com/watch?v= CBoI0wBo4vw
- 8. Group Discussion The DISCUSSION will be based on the watched video which describe the evaluation and determining the effects of evaluation and intervention in more detail. Learners have to read the material carefully and give reflection upon it by highlighting important points such as, Evaluating the Effectiveness of Learning Interventions in the classroom and Performance Based Assessments of Learning in teaching learning process
- 9. Purpose of Learner Evaluation
- 10. Standards for Evaluating Learners Achievement
- 12. A QUESTION FOR YOU The teacher will ask the following questions from the class. After getting the responses, the teacher will summarize the discussion through slide. “What is the purpose of evaluation?” “What is the role of measurement in determining learners’ achievement” and give its example
- 13. EVALUATION AND THE BIG PICTURE
- 14. Evaluation: The process for determining the success level of an individual or product based on data and then making decisions based on this success level. Assessment: The procedures or techniques used to obtain data about learner or product. Measurement: The data collected, which is typically expressed quantitatively. EVALUATION, ASSESSMENT, AND MEASUREMENT
- 16. Determine the level of performance or achievement that an individual has attained as a result of instruction. Begins by examining the instructional goal and objectives. Decide on the desired change in learner knowledge, skill, or attitude. Determine the criteria for judging the success. Develop appropriate assessment activities. LEARNER EVALUATION
- 17. Pre-Instruction Gather data about learner current abilities Make adjustments to instruction based on learner knowledge and ability During Instruction Observation Quick-Write or Random-Call Post-Instruction Summative Evaluation LEARNER EVALUATION TIMING
- 19. Validity: A learner evaluation is considered valid when it helps determine whether the intended outcome were met by the learner Face validity Content validity Reliability The extent to which a learner evaluation will provide similar results when conducted on multiple occasions. Criterion-Referenced Norm-Referenced DEVELOPING A LEARNER EVALUATION
- 21. Developing and implementing knowledge tests guidelines (p. 143) Objective tests True/False Items Multiple Choice Items Matching Items Constructed-response tests Short-Answer Items Essay Items DEVELOPING KNOWLEDGE ASSESSMENT TESTS (PAPER-AND PENCIL TESTS)
- 22. Guidelines for evaluating a skill (p.147-148) Direct testing Performance Ratings Observations and Anecdotal Records Portfolios Rubrics DEVELOPING SKILL ASSESSMENT TESTING (PERFORMANCE ASSESSMENT)
- 23. The most difficult outcome to determine because it examines learner’s behavior Observation and Anecdotal Records Surveys and Questionnaires Self-Reporting Inventories Interviews ASSESSMENT TECHNIQUES TO DETERMINE A CHANGE IN ATTITUDE
- 24. What do you think the role of ID is? Help create and execute a plan of action to design, develop, and implement an efficient and effective learner evaluation Analyze the instructional goals and objectives Determine the intended learning outcome(s) Determine the appropriate type of learner evaluation needed Design and develop the appropriate assessment techniques Assist in the implementation THE INSTRUCTIONAL DESIGNER ROLE
- 25. Go back to your project’s goal and objective(s). If you haven’t developed them, go ahead and do it. Think of ways to assess and evaluate the achievement of your objective(s) . Post your thoughts in your blog. Use your Google account to create a survey to assess your learners achievement. You can go back to your handouts and book for further assistance. ACTIVITY
- 26. HANDOUTS
- 27. Use simple sentences. Avoid using some words such as “always”, “never”, and “all” Assess for one idea per item. Avoid complex and ambiguous questions that create confusion or frustration. GUIDELINES FOR DEVELOPING TRUE/FALSE ITEMS
- 28. GUIDELINES FOR DEVELOPING CHOICE ITEMS Write a clear descriptive stem. Keep the choices short and clear (stick to four alternatives) Avoid the use of negatives in the stem. Have only one correct answer. Write the distractors to be plausible yet clearly wrong. Avoid using “All of the above” or “Non of the above”
- 29. List more options than the premise list. Use homogenous list. Place longer phrases in the left column. Restrict the number of matches to 10 or fewer. GUIDELINES FOR DEVELOPING MATCHING ITEMS
- 30. Statement should not be directly quoted from the text. Answer blanks should be in the same place on the page. The questions should measure accomplishment of objectives appropriately. There should be only one blank in an item. GUIDELINES FOR DEVELOPING SHORT- ANSWER ITEMS
- 31. Be unobtrusive because people behave differently in the presence of others. Be objective in your language. It should be clear, accurate, and formal. Be scientific in your observations. they should be accurate, thorough and complete. should include nothing but your observations. Include an observation form. GUIDELINES FOR CONDUCTING OBSERVATION
- 32. Choose a setting with little distractions. Explain the purpose of the interview. Address terms of confidentiality. Explain the format of the interview. Indicate how long the interview usually takes. Provide your contact information. Ask if they have any question or concern. Record the interview or take notes. GUIDELINES FOR CONDUCTING INTERVIEWS
- 33. Pay attention to survey length and make it interesting. Use legible questions. Use quick to answer type questions. Avoid leading questions. Adopt the same definitions throughout. Avoid negatives or double-negative. Avoid double-barreled questions. GUIDELINES FOR DEVELOPING SURVEYS AND QUESTIONNAIRES QUESTIONS
- 34. ASSIGNMENT Here an assignment is attached that is based upon the reading material and video. The learners have to complete assigned task. The students are required to read the given handouts carefully and to Evaluating Learner Achievement and its importance in instructional design with detailed specifications of examples while implementing the instructional design phases and write the importance in instructional designing phase.