Chapter 11
REVISING
INSTRUCTIONAL
MATERIALS
KARL WRIGHT

 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

• 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

 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

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

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

• 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

• 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

• 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

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.
OTHER TYPES OF DATA

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

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

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