Revising Instructional Material

1. Revising Instructional
Material
KOBIE JONES

2. Background
 In any instructional design model, formative evaluation is the major focus.
 Designers must be open to possibilities that revisions can be made at any
step in the process.

3. Objectives
 Describe various methods for summarizing data obtained from formative
evaluation studies.
 Summarize data obtained from formative evaluation studies.
 Given summarized formative evaluation data, identify weakness in
instructional materials and instructor-led instruction.
 Given formative evaluation data that indicates problems in a set of
instructional materials, identify problems in the materials and suggest
revisions.

4. • The dotted line in this model shows how the feedback traces back
through the stages fro revision.

5. Two types of revision
 Content- Changes made to the content or substance of the materials to
make them more accurate or more effective as a learning tool.
 Procedures- Changes related to the procedures used in using your
materials.

6. What is Self-Instruction Material
 It is about how students instruct themselves with self-instructional
material without any help of the teacher, its advantages over textbooks.

7. Data Analysis for One-to-One Trials
Basic information available:
 Learner characteristics and entry level skills
 Direct responses to the instruction
 Learning time
 Posttest performance
 Responses to an attitudes questionnaire.

8. Data Analysis for One-to-One Trials
 Step 1: Describe the learners who participated in the one-to-one
evaluation and to indicate their performance on entry skill measures.
 Step 2: Designer gathers all the comments and suggestions about the
instructions derived from learner.
 Step 3: Summarize posttest data by combining item scores for each
objective and for a total score.
 Step 4: Revise the Instruction

9. Data Analysis for One-to-One Trials
You have three sources of suggestions for change and they are as follows:
1. Learner suggestion
2. Learner performance
3. Your own reactions to the instructions

10. Data Analysis for Small-Group and
Field Trials
 Individual assessment is the fundamental unit of analysis for all the
assessments. Individual item information is required for these three
reasons:
1. 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.
2. Used to identify the nature of difficulties learners are having with the
instruction.
3. Individual item data can be combined to indicate learner performance
on an objective and eventually the entire test.

11. Data Examination Sequence
Once data has been collected, it should be used in the following order:
 Entry behavior required
 Pretest and posttest used
 Instructional strategy employed
 Learning time required
 Instructional procedures used
 Revision process

12. Group’s Item-by-Objective
Performance
 Used to determine the difficulty of each item for the group.
 Item difficulty is the percentage of learners who answer an item correctly.
 Item difficulty above %80 reflects easy items.
 Lower values suggest difficult items.
 Used to determine the difficulty of each objective for the group.
 Used to determine the consistency with which the set of items measures
learners’ performance on the objective.

13. Learners’ Item-by-Objective
Performance
 Contains individual performance data.
 Learner must answer all items within an objective for mastery.
 Displays the number and percent of items answered correctly.
 Displays the number and percent of objectives mastered by each learner.
 Item-by-objective provides the data for creating tables to summarize
learners’ performance across tests.

14. Sequence for Examining Data
Instructional Analysis and Entry Skills Questions
 Did the learners in the formative evaluation have the entry skills you
anticipated?
 If so, did they succeed with the instructional materials?
 If they did succeed, but did not have the required skills, ask yourself did
you identify critical entry skills.

15. Sequence for Examining Data
Objectives, Pre-Test, and Post tests
 Review pre/post test
Pre/post test data will help you identify exactly where problems exist and
may suggest a change in instructional sequence of skills.
 Examine pre test scored to determine if skills have already been acquired.
 Comparing pre/post test scores objective by objective allows you to focus
on specific objectives and the related instruction that needs revision.

16. Sequence for Examining Data
Learning Components of Instructional Strategy and Materials
 Examine the instructional strategy associated with objectives that learners
had difficulty.
 Was the planned strategy used in the instructional materials?
 Are there alternative strategies?

17. Sequence for Examining Data
Learning Time
 Important concern is the amount of the time required by students to
complete the instructional materials.
 Decision can be made after a trial/revise/trial/revise process with target
learners
Media, Materials, and Instructional Procedures
 Must examine data related to the implementation of the instructional
materials.
 Disruptions that cannot be controlled should be noted and explained.
 Procedural concerns that can be controlled must be incorporated into
the instruction or the instructors manual.

18. Revision Process
 It is often apparent where the problems occur, but it is not always
apparent what changes should be made.
 Results of the comparison of several approaches should indicate the type
of changes to be made.
 Avoid responding too quickly to any single piece of data.
 Look for performance as well as observational data that will help you
focus on deficiencies in the instructional materials.
 Summarize data in an accurate and clear fashion.

19. Revison of Selected Materials and
Instructor-Led Instruction
Copyright materials:
1. Omit portions of the instruction
2. Include other available materials
3. Develop supplementary instructions
 Instructors working from an instructor guide has the same flexibility as the
developer for changing instructions.
 Instructors that use an instructor guide are also likely to obtain a greater
spread in the scores on test.
 Identifying learners who are performing poorly and inserting appropriate
activities is very important.

20.  Kobie Jones