Revising Instructional MaterialsBy Larry F. Cobb

Dick and Carey Model

ObjectivesDescribe various methods for

summarizing data obtained from formative evaluation studies.

Summarize data obtained from formative evaluation studies.

Given formative evaluation data for a set of instructional materials, identify problem in the materials, and suggest revisions for the materials.

Two basic types of revisionsThe first is changes that are

made to the content or substance of the materials to make them more accurate or more effective as a learning tool.

The second type of change is related to the procedures employed in using your materials.

Analyzing data from one-to-one trials The designer has five kinds of

basic information available:1. Learner characteristics and entry

behaviors2. Direct responses to the instruction3. Learning time4. Posttest performance5. Responses to an attitude

questionnaire.

Analyzing data from one-to-one trials

The steps of analyzing data1. The first step is to describe the

learners and to indicate their performance on any entry-behavior measures.

2. Next, the designer should bring together all the comments and suggestions about the instruction that resulted from going through it with each learner.

3. Begin by obtaining individual item performance and then combine item scores for each objective and for a total score.

Analyzing data from one-to-one trials

Revise the instruction:Try to determine, based in learner

performance,whether your rubric or test items are

fault. If flawed, then changes should be made to

make them consistent with the objectives and

the intent of the instruction. If the items are satisfactory, and the learners performed

poorly, then the instruction must be changed.

Analyzing data from one-to-one trialsYou have three sources of

suggestions for change: learner suggestions, learner performance, and your own reactions to the instruction.

Analyzing data from small-group and field trials The available data typically

include the following: 1. item performance on the pretest, 2. posttest, 3. responses to an attitude

questionnaire; 4. learning and testing time;5. comments made directly in the

materials.

Analyzing data from small-group and field trials The purpose for the item-by-

objective analysis is threefold:1. To determine the difficulty of each

item for the group2. To determine the difficulty of each

objective for the group3. To determine the consistency with

which the set of items within an objective measures learners’ performance on the objective.

Analyzing data from small-group and field trials Learners’ item–by-objective

performance From these data the designer

could infer that:1. The group selected was appropriate

for the evaluation2. The instruction covered skills not

previously mastered by the group, and

3. The instruction was effective in improving learners’ skills.

Why the individual item information is required?Item information can be useful in

deciding whether there are particular problems with the item or whether it is effectively measuring the performance described in its corresponding objective.

Individual item information can be used to identify the nature of the difficulties learners are having with the instruction.

Individual item data can be combined to indicate learner performance on an objective, and eventually, on the entire test.

Graphing learners’ performancesAnother way to display data is

through various graphing techniques.

Another graphic technique for summarizing formative evaluation data involves the instructional analysis chart.

Other types of dataIt has been found that a good way to

summarize data from an attitude questionnaire .

Another important type of data is the comments obtained from learners, from other instructors involved in the formative evaluation, and from subject-matter-experts who react to the materials.

The final type of data summary you may wish to prepare is related to any alternative approaches you may have used during either the small-group or field-trial evaluations.

Sequence for examining dataEntry behaviorsPretests and posttestsInstructional strategyLearning timeInstructional procedures

Revision processWe suggest that as you begin the revision

process ,you summarize your data as suggested in this chapter.

Given all the data from a small-group or fields-trial evaluation, the designer must make decisions about how to make the revisions.

Otherwise, the strategies suggested for revising instruction following the one-to-one evaluations also apply at this point-namely, use the data , your experience, and sound learning principles as the bases for your revisions.

Revising selected materialsWhen working with selected materials,

however, there is little opportunity to revise the materials directly ,especially if they are commercially produced and copyrighted. with copyrighted materials, the instructor can consider the following adaptations for future trials:

(1) omit portions of the instruction, (2) include other available materials, or (3) simply develop supplementary

instruction.

Revising instructor-led instructionInstructors working from an

instructor’s guide have the same flexibility as the developer for changing instruction.

The instructor’s notes from the guide should reflect questions raised by learners and responses to those questions.

Unlike using written instructional materials, the instructor can revise the presentation during its implementation and note the reasons for the change.

Life Long Learner

As a life-long leaner, we see the importance of making sure our instructional materials stay up to date and current with all the methodologies that maybe constantly changing. The frequency of change is primarily dependent on the field but should be kept a breast of.

Larry F. Cobb

lfcobb@alasu.edu