Chapter 12 Powerpoint

Chapter 12 Powerpoint from cdjhaigler

Chapter 12 Summary

Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it generally is not part of the design process. It is an evaluation of the absolute and/or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation does not involve the designer of the instruction but instead involves an independent evaluator. This component is not considered and integral part of the instructional design process.

Chapter 12 Vocabulary

CHAPTER 12 VOCABULARY

·       Congruence Analysis-- information summary form

·       Content Analysis - product checklist or rating scale.

·       Design Analysis- product checklist or rating scale

·       Utility and Feasibility Analysis- information summary form, product checklist, or rating scale.

·       Current Users’ Analysis- information summary form, product checklist, or rating scale.

Chapter 11 Powerpoint

Chapter 11 from cdjhaigler

Chapter 11 Summary

Classroom teachers almost always use the Group Presentations as a primary instructional delivery method. However, more differentiated instructional approach has been sought recently as our society experiences major changes.  Therefore, I am pleased to find an additional instructional methods were introduced in detail in this textbook:  Self-Paced Learning and Small-Group Formats.  Both of them are becoming extremely popular elsewhere than K-12 such as colleges and universities.

In considering never-ending budget problems in public education while we are having more students, adopting some form of Self-Paced Learning (Independent Studying) and Distance Learning seems like a matter of time because they offer a cost effective delivery system. Small-Group format is probably the most luxurious method of learning that we all would like to have as a learner, but it is a cost ineffective method.  In K-12, Special Education is probably the one using this delivery method.  If we consider the future of our students, it is desirable that we teachers also consider the future needs and become knowledgeable with new formats, so that we are able to prepare our students to shift smoothly for different types of learning method, especially with self-disciplined independent study habit.

There are five basics of feedback:  knowledge-of-result (KR), knowledge-of-correct-response (KCR), answer-until-correct (AUG), elaborated feedback, and response-sensitive.  Constructive feedback is vital part of learning process.  I often wrote a short feedback to the errors that the students made on the quiz.  However, teachers told me that students were not reading it.  I found that my son’s English teacher jotted down a lot of feedback to my son’s compositions.  However, I do not think my son was utilizing it.  First, I think he did not read and learn them all.  To him, the assignment was over.  He was not motivated to go back to read it all. Second, even though he tried to learn it, now he cannot have additional feedback to evaluate his new understanding.

 As the authors described, timing of feedback is vital.  To busy K-12 teachers, dispensing feedbacks in timely manner should be challenging and discouraging in the current setting.   I observed that they would like to have right or wrong feedback (KR) immediately, but they often do not go beyond that.  “Students do not read…”  We hear this comment (lament?) everywhere.  They do not read instructions, textbooks, and books in general.  (Maybe this is a much more serious problem than a mastering a multiplication table…) Does it mean that students are not reading at all? Their response style is immediate, brief, trial and error, quick…  They are in self-explanatory virtual world.  So, when they need to read, they do it very quickly.  They skim through to find necessary information to take a next move quickly.  When a popular new game’s setting changed button A and B, they criticize the game because it does not work for them to play effectively.  (It seems Button A should be always for “jump” and should not be switched to Button B.)  I think even this much of information gives me a hint of idea what preference they have.

Chapter 11 Vocabulary

§  OBSERVATIONAL ASSESSMENT is the most common form of formative assessment. Teachers can circulate the room to monitor students' progress. If students are working independently or in groups, teachers should intervene when the students are not understanding the material. Teachers can also take note of students' comments and participation levels during class discussions to gauge their learning.

§  SELECTED RESPONSE ASSESSMENTS are any type of objective exam where there is only one correct answer for each question. Multiple choice, fill-in-the-blank, matching and true/false questions are all types of selected response assessments. This type of assessment allows the teacher to score exams quickly and with a large degree of reliability in scoring from one exam to another.

•      CONSTRUCTED RESPONSE ASSESSMENTS require students to generate their own response rather than selecting a single response from several possible ones. These exams are much more subjective as there is not a single correct answer. Instead, teachers must grade either with a rubric or holistically to maintain a fair degree of reliability.

•      PERFORMANCE ASSESSMENTS require students to perform as a means of showing they understand class material. The types of performances can include actual performing, as in a class debate, or performance by creating, as in making a brochure or TV ad. These assessments evaluate complex cognitive processes as well as attitude and social skills, and students often find them engaging.

•      PORTFOLIO ASSESSMENTS evaluate a student's progress over the course of the semester. It is more than a one-time picture of what a learner has accomplished. Portfolios include all of a student's work in a particular area. For example, a student in an English class could have a portfolio for a research paper that includes note cards, outlines, rough drafts, revisions and a final draft. The teacher would evaluate the portfolio as a whole, not just the final draft, to see how the student has grown.