Revising Instructional Material

1. REVISING INSTRUCTIONAL
MATERIAL
Christopher walker

2. 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 if instructional
methods, identify problems in the materials and suggest revisions

3. BACKGROUND
develop instructional strategy
Develop and select instructional materials
Design and conduct formative evaluation of instruction
Design and conduct summative evaluation

4. TWO BASIC TYPES OF REVISIONS
• Changes that are made to material and content that enables them to be more
accurate and a more effective learning tool
change that causes the previous procedures to be employed in a different manner

5. DATA ANALYSIS FOR
ONE-TO-ONE TRIALS
• The designer has five kinds of basic information available
• 1. learner characteristics and entry skills
• 2. direct responses to the instruction
• 3. learning time,
• 4. posttest performance
• 5. responses to an attitude questionnaire

6. DATA ANALYSIS FOR
ONE-TO-ONE TRIALS
CONTINUED
• The first step is to describe the learners who participated in the one-to-one
evaluation and to indicate their performance on any entry-skill measures
• Second step is bringing all the comments and suggestions about the instructions
that resulted from going through it with each learner which can be done by
integrating everything on a master copy of the instruction
• Next step is posttest data is summarized by obtaining individual item performance
and then combining item scores for each objective for a total score

7. ANALYZING DATA FROM ONE-TO-
ONE TRIALS
• Revise the instruction
Now the next task is to determine the rubric and test items. Depending on if there are
errors with the performance determines which changes will have to be made in order
to make sure the instruction is up to date and satisfactory

8. ANALYZING DATA FROM ONE-TO-
ONE TRIALS CONTINUED
• There are three different sources when analyzing data from one-to-one trials:
• 1. learner suggestions
• 2. learner performance
• 3. the reactions from self based on instruction

9. FIVE TYPES OF INFORMATION
AVAILABLE
• 1. learner characteristics and entry skills
• 2. direct response to the instruction
• 3. learning time
• 4. posttest performance
• 5. responses to an attitude questionnaire

10. SMALL-GROUP AND FIELD TRIALS
Individual item information required for three reasons:
1. Item information can be useful in deciding if there are particular problems with
the item or if it is measuring the performance described in its corresponding
objective
2. Individual item information can be used to identify the nature if the difficulties
learners are having with the instruction
3. Individual item data can be combined to indicate learner performance on an
objective and eventually on the entire test.

11. GROUP’S ITEM BY-OBJECTIVE
PERFORMANCE
• Although any computer based software can help when it comes to data analysis to
be used to create students performance summaries, or spreadsheets, EXCEL is great
too and is widely recommended.
Item difficulty index - this is the percentage of learners who answer an item correctly
1. Data can be used as posttest

12. GROUP’S ITEM BY-OBJECTIVE
PERFORMANCE

13. SEQUENCE FOR EXAMINING DATA
• Instructional analysis and entry skills – after removing data for any defective items,
you should examine the remaining data with regard to the entry skills of learners
• Objectives, pretest, and posttest - review the pretest and posttest data as displayed
in the instructional analysis, also examine the pretest scores to determine the extent
to which individual learners and the group as a whole
• Learning components of instructional strategy and materials – examine the
instructional strategy associated with the various objectives with which learners had
difficulty
• Media, materials and instructional procedures – data that relates to the
implementation of the instructional materials must also be examined

14. TEMPLATE FOR SUMMARIZING
INFORMATION FROM A FORMATIVE
EVALUATION
Instructional Strategy
Component Problem identified Proposed changes Evidence and Source
Entry skills
Motivational material
Pretest
Information presentation
Learner participation
Posttest
Attitude questionnaire
Transfer to performance
context

15. REVISION OF SELECTED MATERIALS AND
INSTRUCTOR LED INSTRUCTION
• 1. omit portions of the instruction
• 2. include other available material or trials
• 3. simply develop supplementary instruction

16. ANALYSIS OF DATA ACROSS TESTS
0
1
2
3
4
5
6
Category 1 Category 2 Category 3 Category 4
Chart Title
Series 1 Series 2 Series 3

17. ANALYSIS OF DATA ACROSS TESTS
CONTINUED

18. REVISING INSTRUCTOR-LED
INSTRUCTION
• Instructors working from an instructors guide have the same flexibility as the
developer for changing instruction
• The instructor 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

19. LIFE LONG LEARNER
• Look at revising material as a life long learner, really puts things in importance. As a
life-long learner it is of shear importance to make sure all instructional material is up
to date and current with newer practices. Because these practices change and they
are different with each field no matter materials should still be current and in line
with practices of today.

20. REVISING INSTRUCTIONAL
MATERIAL
• Christopher walker
• cwalker6541@myasu.alasu.edu