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Evaluate Instructional and Noninstructional Interventions

Evaluate Instructional and Noninstructional Interventions

Christopher Christopher Hernandez earned this badge on Mar 31, 2020

Evaluate Instructional and Noninstructional Interventions


  • Implement formative evaluation plans

    Submit evidence of implementing a formative evaluation plan to provide information that can be used to make adjustments and improvements in the design.

    • Examples: Evaluation Plan (EDCI 528), Design Documents (EDCI 572), Learning Module (EDCI 575), eLearning Project (EDCI 569), artifacts showing strategies for implementation of an evaluation plan (design, performance, workplace, educational, other).

    Learning Outcomes

    For the challenge “Implement formative evaluation,” I have decided to submit my EDCI 572 Design Document along with additional peer feedback in the form of data.

    Formative evaluation involves the collection of data and information during the development process that can be used to improve the effectiveness of the instruction. (n.d.)” This means that instructional materials are still in their early stages. Any data collected at this point can help to understand a design's strengths and weaknesses. So, any instructional design that can still undergo revision can be considered formative evaluation (n.d.).

    My artifact contains data collected from various parents who participated in both the designed training and it’s resulting social platform. Even though this design document was developed for a class, the design has become a formative evaluation plan. All data collected is driving revisions to teaching and learning. Because of the data collected, in-person training was developed and will be implemented next week. At this new training, more data will still be collected to understand online vs in-person learning. What truly is allowing for formative evaluation is the final learning objective of asking for help/submitting issues via form entries. This allows me to collect data on any missing strategies that learners feel they are missing out on.

    Additional data that was collected in order to help improve the training module was provided by my peers. In the artifact from week 5 of my course, peers had suggested that I integrate additional features such as a contact/help form. Additionally, in week 6, my peers suggested grammar corrections so that learners would have an easier time following the instructions. Last, within the same artifact, a peer suggests that the instruction may be confusing as the images may lead learners to think that they could sign-in on the provided images. I changed this by adding mark-ups such as arrows on each image so that learners could understand that the images were not live web pages.

    This was my first time developing any sort of evaluation plan and it was a success. This challenge has not helped me in the present but will help me develop important skills for the future. This has helped me to understand how to format online trainings for better learner understanding, as I hope to implement a project like this at other schools as well.

    Chris_EDCI 572 Final _1_.pdf Chris_EDCI 572 Final _1_.pdf
    EDCI 572 - Feedback Week 5.pdf EDCI 572 - Feedback Week 5.pdf
    EDCI 572 - Feedback Week 6.pdf EDCI 572 - Feedback Week 6.pdf
  • Implement summative evaluation plans

    Submit evidence of implementing a summative evaluation plan to evaluate the effectiveness of the instruction and decide whether to continue or use instruction.  Evidence must show an evaluation plan (e.g. Kirkpatrick's Four Levels of Evaluation). 

    • Examples: The following assignments are applicable if implemented:  Evaluation Plan (EDCI 528), Evaluation Plan (EDCI 577), artifacts showing implementation of an evaluation plan (design, performance, workplace, educational, other).

    Learning Outcomes

    For the challenge “Implement summative evaluation plans,” I am submitting my EDCI 577 evaluation plan.

                Summative evaluation plans are developed in order to test whether learning has occurred at the end of a learning experience. The learning experience can be a module, a class, or even a cumulative test of a students overall learning (such as the SAT’s). My artifact demonstrates an early concept plan for learner evaluation at the end of a coding class for neuro-diverse students. The part of the artifact that this is demonstrated in is the “Level 2: Learning Evaluation” section of the paper (page 4-5) and the early design plan for executing the evaluation plan (pages 10-12). The evaluations were meant to test a student’s retention of the weekly coding material. They are made up of a multiple-choice test and a application based test (building a game and executing code). This Evaluation plan was developed using Kirkpatrick & Kirkpatrick’s four levels of training evaluation.

                    This was the first time I have ever written an evaluation plan. I have always been more of a “do and then correct” type of person. However, this artifact has taught me the importance of planning evaluation for large scale projects. Performing an evaluation plan grants the designer the ability to peer into potential future problems with an assessment.

                    The evaluation plan was implemented in its current state. Although the plan seemed, to me at least, like it was sound; it ultimately failed. Since I do work with neuro-diverse students, I hope to become better at developing evaluation plans for different learner populations. Possibly something that is more interactive and doesn’t come off as a test.

    Chris_Hernandez_Eval Plan_Instructional Product.docx Chris_Hernandez_Eval Plan_Instructional Product.docx