< back to Christopher's profile
Evaluation and Implementation

Evaluation and Implementation

Christopher Christopher Hernandez earned this badge on Jun 7, 2020

This competency domain recognizes the importance of evaluation in instructional design.  Without some sort of evaluation, the instructional designer does not know whether or not the proposed intervention meets its objectives and is successful.  Such information can then be used to determine the appropriate revisions need in instructional design plans and materials.  Finally, through the evaluation work, the instructional designer can become more aware of any issues that need to be addressed with the implementation, dissemination, and diffusion of the interventions.

Learners will be expected to showcase mastery in two competency areas:

  • Evaluate instructional and non-instructional interventions.
  • Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions.



  • Reflect on evaluation and implementation of instructional or non-instructional interventions

    Submit a brief reflection on how you have holistically demonstrated the effective evaluation and implementation of instructional or non-instructional interventions. Be sure to touch on each of the two sub-competencies without replicating the reflections used when earning those badges:

    1. Evaluate instructional and non-instructional interventions
    2. Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions

    This supra-badge is to be completed after all of the sub-badges are earned.  ​​

    The Supra Badge “Evaluation and Implementation” involves cornerstone ideologies that an instructional designer must understand in order to properly evaluate instruction and implement instructional changes.

    The first major importance of this badge is it’s evaluation challenges. Not knowing or understanding evaluation means that an instructional designer would not understand whether the objectives of the instruction have been met. With that being said, evaluation is the cornerstone of this supra badges competency which is implementation. Evaluation, in instructional design, is where a designer receives their information for implementation methods. After gathering information from an evaluation, a designer must then understand how to use that data to implement design changes. These two work hand in hand with one another and demonstrate a skill that is a cornerstone of the instructional design methodology.

    The above is proven by dissecting the sub badges found within the Supra Badge. The first badge is “Evaluate Instructional and Non Instructional Evaluations.” Within this, there are two challenges: 1) Implement Formative Evaluations and 2) Implement Summative Evaluations. Both formative and summative evaluations are important professional skill sets for an instructional designer. Formative evaluations are performed in order to monitor learners progress and can be utilized to provide ongoing feedback to learners and, just as important, feedback to instructors on their methods of teaching. On the other side of evaluation, summative evaluations are meant for the end of the learning process and is used to evaluate a learners achievements while comparing said achievements against a compared standard.

    The second badge is “ Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions.” This too had two sub challenges: 1) “Create a vision of change that aligns learning and performance goals with organizational goals,” and 2) “Create a plan for the dissemination and/or the diffusion of the interventions.” The 1st challenge demonstrated the ability to show a change or shift in design/instructional goals that aligns with the goals of the organization the instruction is being designed for. So, for instance, if a designer was creating a curriculum for students at a school, they must have the ability to revisit their designs and implement change for a larger inclusivity of the different types of learners. The second challenge calls for the designer to show evidence of their plan to disseminate information to their organization that explains why designs are appropriate and meet the needs of the overall organization.

    These skills have caused a tremendous amount of growth for me, especially during a time like a pandemic. My early on grad school research and projects involved the evaluation of staff, students, and school families within the context of online learning and online learning platform development. I had organized and evaluated learners on both their skills regarding technology and also evaluated myself in regards to the pitfalls of online distance learning. Because of this, when the pandemic struck I was able to use past information that I had gathered for creating instruction that would benefit my organization in continuing learning via distance learning. I also find myself in a place where my thoughts are more organized and I am able to better convey and dissect why certain instruction works or does not work. I also find myself in a place where I am able to redesign instruction quickly after conducting evaluation.

    So, these skills I have attained via these challenges are being implemented in my everyday practice and are skills that are continuing to see growth. Because of these skills, I am better equipped for shifting our school from one learning management system to another. For example, my institution is currently using Google Classrooms for distance learning. Through constant evaluation, both summative and formative, I was able to understand what difficulties existed for both student learners and instructors. For students they required an inclusive platform where all tools that were consistently being utilized were available to them. Since instructors prefer word and students/parents were not well versed in converting word documents to Google documents there were issues. On the flip side, instructors are used to using word and exporting documents as PDF’s. This, all together, helped me to develop a vision of change in which we needed a new platform that would make Microsoft products available to students. In the same respect, instructors needed better understanding of how to format word documents and make them more interactive as many students do not have th tools to print or interact with PDF’s.

    For the future, I hope to utilize rapid prototyping within all of my projects so that I can quickly generate evaluation based data. I mention rapid prototyping as this is a skill that would help to foster evaluation and dissemination based skills. It would allow for the quick attainment of data and then the plan of communication for the organization.