1. CHAPTER 11
REVISING
INSTRUCTIONAL
MATERIALS
Carolyn Jenkins-Haigler

2.  Summarizing and analyzing data obtained from
formative evaluation
 Revising materials
 The changes that are made to the content of the
materials
 The changes that are related to the procedures
employed in using the materials
BACKGROUND

3.  Describe various methods for summarizing data
obtained from formative evaluation studies.
 Summarize data obtained from formative evaluation
studies.
 Given summarized formative evaluation data,
identify weaknesses in instructional materials and
instructor-led instruction.
 Given formative evaluation data for set of
instructional materials, identify problems in the
materials, and suggest revisions for the materials.
OBJECTIVES

4.  Learner characteristics
 Entry behavior
 Direct responses to the instruction
 Learning time
 Posttest performance
 Responses to an attitude questionnaire
 Comments made directly in the materials
KINDS OF DATA
TO ANALYZE

5. The designer must look at the similarities and
differences among the responses of the learners, and
determine the best changes to make in the instruction.
Three Sources Of Suggestions For Changes
 Learner suggestions
 Learner performance
 Your own reactions to the instruction
ANALYZING DATA
FROM ONE-TO-ONE
TRIALS

6.  The fundamental unit of analysis for all the
assessments is the individual assessment item.
Performance on each item must be scored as correct
or incorrect.
Methods For Summarizing Data
 Item-by-objective performance
 Graphing learners’ performance
 Descriptive fashion
ANALYZING DATA
FROM SMALL-GROUP

7.  Comments can be captured in one-on-one charts
where you list out comments made by each learner
 Assessment scores can be shown in charts or
hierarchies that represent your individual objectives
 Assessment scores can be shown in charts or
hierarchies that represent your individual objectives
ANALYZING
DATA
FROM FIELD
TRIAL

8.  Derive assessment instruments based on the objectives to:
 Diagnose an individual’s possessions of the necessary prerequisites
for learning new skills
 Check the results of student learning during the process of a lesson
 Provide document of students progress for parents or administrators
 It is useful in evaluating the instructional system itself
(Formative/ Summative evaluation) and for early
determination of performance measures before the
development of lesson plan and instructional materials
LEARNERS’
PERFORMANCE
ACROSS TESTS

9.  The goal of continuous monitoring and charting of student
performance is twofold. First, it provides you, the teacher,
information about student progress on discrete, short-term
objectives. It enables you to adjust your instruction to review
or re-teach concepts or skills immediately, rather than waiting
until you've covered several topics to find out that one or more
students didn't learn a particular skill or concept. Second, it
provides your students with a visual representation of their
learning. Students can become more engaged in their learning
by charting and graphing their own performance
GRAPHING LEARNERS’
PERFORMANCES

10. 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.
OTHER TYPES OF DATA

11.  The information on the clarity of instruction, impact
on learner, and feasibility of instruction needs to be
summarized and focused.
 Particular aspects of the instruction found to be weak
can then be reconsidered in order to plan revisions
likely to improve the instruction for similar learners.
SEQUENCE FOR
EXAMINING DATA

12.  A step-by-step determination of what people are doing when
they perform the goal and what entry behaviors are needed.
 Involves identification of the context in which the skills will be
learned and the context in which the skills will be used.
ENTRY
BEHAVIORS

13.  After the students in the one- to- one trials have
completed the instruction, they should review the
posttest and attitude questionnaire in the same
fashion.
 After each item or step in the assessment, ask the
learners why they made the particular responses that
they did.
 This will help you spot not only mistakes but also the
reasons for the mistakes, which can be quite helpful
during the re-vision process.
PRETESTS &
POSTTESTS

14.  Instructional strategy is an overall plan of activities to achieve
an instructional goal; it includes the sequence of intermediate
objectives and the learning activities leading to the
instructional goal.
 Its purpose is to identify the strategy to achieve the terminal
objective and to outline how instructional activities will relate
to the accomplishment of the objectives.
 Emphasis is given on presentation of information, practice and
feedback, and testing.
 A well-designed lesson should demonstrating know-ledge
about the learners, tasks reflected in the objectives, and
effectiveness of teaching strategies.
INSTRUCTIONAL
STRATEGY

15.  One design interest during one- to- one evaluation is
determining the amount of time required for learners
to complete instruction, which is a very rough
estimate, because of the interaction between the
learner and the designer.
 You can attempt to subtract a certain percentage of
the time from the total time, but experience has
indicated that such estimates can be quite inaccurate.
LEARNING
TIME

16.  Instructional strategy is an overall plan of activities to
achieve an instructional goal; it includes the sequence of
intermediate objectives and the learning activities
leading to the instructional goal.
 Its purpose is to identify the strategy to achieve the
terminal objective and to outline how instructional
activities will relate to the accomplishment of the
objectives.
 Emphasis is given on presentation of information,
practice and feedback, and testing.
 A well-designed lesson should demonstrating know-ledge
about the learners, tasks reflected in the objectives, and
effectiveness of teaching strategies.
INSTRUCTIONAL
PROCEDURE

17.  Use the data, your experience, and sound learning principles
as the bases for your revision.
 The aim is to revise the instruction so as to make it as effective
as possible for larger number of students.
 Data from the formative evaluation are summarized and
interpreted to attempt to identify difficulties experience by
learners in achieving the objectives and to relate these
difficulties to specific deficiencies in the materials.
REVISION
PROCESS

18. 1. Omit portions of the instruction.
2. Include other available materials.
3. Simply develop supplementary instruction.
REVISING SELECTED
MATERIALS

19. The final step in the design and development process (and the
first step in a repeat cycle) is revising the instruction. Data from
the formative evaluation are summarized and interpreted to
identify difficulties experienced by learners in achieving the
objectives and to relate those difficulties to specific deficiencies in
the instruction. It is used to re-examine the validity of
instructional analysis and the assumptions about the entry
behaviors and characteristics of learners. It may be necessary to
reexamine statements of performance objectives and test times in
light of collected data. The instructional strategy is reviewed and
finally all of these considerations are incorporated into revisions
of the instruction to make it a more effective instructional tool.
SUMMARY

20. CAROLYN JENKINS-HAIGLER