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Instructional Design Semester Project:

Report 3

Hannah Steele and L. Wimberly Tyler

Department of Leadership, Technology, and Human Development, Georgia Southern University

FRIT 7231: Instructional Design

Dr. Randy Hollandsworth

November 30, 2020

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10. Developing Instructional Materials

10.1. For the TO, specify and defend your choice of appropriate pre-instructional

materials.

For the terminal objective, a pre-assessment with multiple types of questions will be

administered in order to determine the prior learning of the students related to the topic. The pre-

test will feature questions in multiple formats including multiple choice and short response in

order to gain a more comprehensive understanding of what students already know. Additionally,

the portion of the pre-test that will be related to the application of the TO to students’ personal

lives beyond their academic classes increases student interest and motivation.

10.2. Select one SO; specify and defend your choice of an appropriate presentation of

materials.

For the subordinating objective, when presented with a variety of sources and documents,

sort the sources into primary and secondary categories, based on the definitions of primary and

secondary sources given as notes during the instructional unit, the instructor will present a 10-15

minute lecture with accompanying powerpoint presentation that includes definitions of primary

and secondary sources, examples of each different type of source, and helpful strategies and

resources that can be used for locating each different type of source for research purposes.

10.3. For the same SO, specify and defend your choice of appropriate practice materials.

The practice materials for the above subordinating objective will include a practice

kahoot and quizizz game that is interactive, and can be used as immediate feedback to determine

student understanding once the presentation of materials has been completed. Then, students will

complete a google form that is designed in an either/or format which will include ten different
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examples of resources, five that will be identified as primary sources and five that should be

identified as secondary sources. This will serve as a type of formative assessment to assess

student understanding of the differences between primary and secondary sources and being able

to identify them in application.

10.2. For the TO, specify and defend your choice of appropriate follow-through materials.

The terminal objective reads, upon completion of the instructional unit, students will be

able to acquire, access, and identify primary and secondary sources of information when

presented with a topic. The follow through materials include multiple assessments that will

determine whether or not students have met the learning goals of being able to acquire, access,

and identify primary and secondary sources of information. These materials include call and

response discussion questioning with immediate feedback, interactive technology review with

the use of applications such as kahoot and quizizz, a sorting activity, a note referencing sheet,

and application of their knowledge in their future research studies.

Materials Needed Checklist

Material Needs to Include:

Interactive Technology Review ● Definitions of primary and secondary

● Examples of each
● Search filters and their functions
● Search databases and their primary
functions

Sorting Activity ● Examples of both primary and

secondary sources to be sorted into
categories

Note Referencing Sheet ● Cloze style notes with spaces to fill in

definitions, examples, names and
functions of databases and filters
● Needs to cover all skills and concepts
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for each subordinate objective

11. Formative Evaluation

11.1. Describe an approach that you might use to carry out formative evaluation for your

instructional initiative. Include any instruments for assessment, quiz/rubrics, or other

related products used for your evaluation.

The Systematic Design of Instruction (Dick, et al., 2015) indicates several types of data

that must be collected in order to carry out a formative evaluation of the instructional objective.

With this guidance in mind, the first approach we would use to carry out a formative evaluation

would be to consult a subject-matter expert in order to check for any errors in information or

gaps in instructional content. This could be done by having other teachers of language arts and

social studies review the instructional unit plan and take notes on areas for improvement. It

would also be helpful to consult teachers of those contents in the next grade above so that they

can speak for anything that the students may need to know later. They could provide guidance on

what to emphasize in our instructional plan that would carry forward for the future in the next

grade level. Consulting multiple subject-matter experts and having them provide written

feedback on the instructional plan is helpful to make sure all errors are caught and multiple

perspectives are taken into consideration.

Additionally, data collected from pretests and posttests could be collected and analyzed

in order to evaluate instruction. Data previously collected from the pretest can be compared to

data collected from a posttest to determine gaps in instruction or effectiveness of instruction for

each subordinate objective. In order to also take into consideration the attitudes of students after

the instructional unit, questions will be included on the posttest that ask for their opinion of the
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instruction and what they thought worked well and what needed more focus. Here are example

questions from a possible posttest:

1. A primary source can be defined as

a. A source of information created during the time of an event or by someone who

experienced an event firsthand

b. A source of information created after the time of an event or by someone who did

not experience the event firsthand

c. The main source of information used in a research paper

d. The first source of information found for a research paper

2. A secondary source can be defined as

a. A source of information created during the time of an event or by someone who

experienced an event firsthand

b. A source of information created after the time of an event or by someone who did

not experience the event firsthand

c. The main source of information used in a research paper

d. The first source of information found for a research paper

3. An interview is considered a

a. Primary source

b. Secondary source

4. A biography is considered a

a. Primary source

b. Secondary source

5. List one database you can use to find primary and secondary sources: _______________
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6. List one filter you can use to help you find primary sources: _______________________

7. Describe why it might be useful to examine both primary and secondary sources about a

topic when conducting research:

_______________________________________________________________________

8. What is one skill or topic from our unit that you feel you have mastered?

_______________________________________________________________________

9. What is one skill or topic from our unit that you feel you need to improve on?

_______________________________________________________________________

10. How do you think this instructional unit could be improved to help you understand the

skills and concepts better? __________________________________________________

Lastly, in order to comprehensively assess the unit through formative evaluation and keep the

findings of the evaluation organized, we will use the rubric designed and featured in The

Systematic Design of Instruction by Walter Dick, Lou Carey, and James O. Carey (2015, p. 311).
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12. Revision

12.1. Describe your plans for revising your instruction.

Instructional revisions will take place as a result of formative evaluations that have been

given throughout the instructional unit in order to determine the level of effectiveness of student

learning. If at the end of the instructional unit, there still appears to be misconceptions or

students are still struggling with the learning objectives, then the instructor will re-evaluate

which components of the learning concepts that students need to review through reteaching and

remediation. In order to remediate students, learners will be placed using flexible grouping

methods that are determined based on their different skill assessment scores from the unit. The

instructor will work directly in a small group session to re-teach the skills of the instructional

unit. Students that do not need remediation will be working on an acceleration research

assignment where the application of learning objectives from the unit will be necessary for

mastery of the assignment. Students will be given a research topic, and must compose a research

report by locating information using appropriate search strategies, and incorporating the use of at

least three primary and three secondary sources to enhance their research report. In order to

organize proposed revisions, we will use the following instructional revision analysis form:

Instructional Revision Analysis Form

Instructional Problem Identified Proposed Changes Evidence and

Strategy Component to Instruction Source

Entry Skills Test

Motivational
Introductory Material

Pretest

Information
Presentation
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Learner Participation

Posttest

Attitude
Questionnaire

13. Summative Evaluation

13.1. Describe an approach that you might use to carry out formative evaluation for

your instructional initiative.Include any instruments for assessment, quiz/rubrics, or

other related products used for your evaluation.

In the summative evaluation step of the design process, there are two phases for

assessment: the expert judgement phase and the impact phase. An example of an assessment

instrument we would use in the expert judgement phase of the evaluation would be a congruence

analysis. According to The Systematic Design of Instruction, the congruence analysis addresses

the following question: “are the needs and goals of the organization congruent with those in the

instruction?” (Dick, et al., 2015, p. 346). The following chart taken from The Systematic Design

of Instruction on page 355 (Dick, et al., 2015) would be used to conduct a congruence analysis of

the instructional unit.

Rate each subordinate skill within the instruction by circling a number rating.

1 = Not Included, 2 = Included, 3 = Congruent

Subordinate Content Content Linked to Included on Reviewer’s

Skills Accurate Complete Job Analysis Posttest Comments
Statements

1.0 1 2 3 1 2 3 1 2 3 1 2 3

1.1 1 2 3 1 2 3 1 2 3 1 2 3

1.2 1 2 3 1 2 3 1 2 3 1 2 3
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2.0 1 2 3 1 2 3 1 2 3 1 2 3

2.1 1 2 3 1 2 3 1 2 3 1 2 3

2.2 1 2 3 1 2 3 1 2 3 1 2 3

3.0 1 2 3 1 2 3 1 2 3 1 2 3

3.1 1 2 3 1 2 3 1 2 3 1 2 3

The impact analysis phase of the summative evaluation of learning materials determines

whether or not the materials were effective for creating transfer of skills to the intended setting.

In order to determine this and the impact of instruction on the learner, the students will

participate in a summative assessment. At the end of this instructional unit, it is designed to

incorporate the subordinate objectives that align with the terminal objectives. The summative

assessment will be focused on the mastery of the learning goals to be determined from the post

assessment data. In this summative assessment, students will select a research topic where they

must be able to perform search strategies to demonstrate being able to access and acquire

primary and secondary resources and use these resources in application to enhance their research

report. Data from this assessment, combined with data from the posttest referenced earlier, will

be used to determine the overall effectiveness of the instructional unit.

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References

Dick, W., Carey, L., Carey, J. O. (2015). The systematic design of instruction (8th

edition). Pearson.