EVALUATION: DETERMINING THE EFFECT OF THE INTERVENTION Define evaluation in general and learner evaluation in particular. Express the role of evaluation in the instructional design process. List the different types of learner evaluation. Describe the process of learner evaluation. Develop appropriate test items

1. SADIA SADIQ
164-FSS/PHDEDU/F19
UNIT:7 EVALUATION:
DETERMINING THE EFFECT
OF THE INTERVENTION

2. ACTIVITY GRID (SCHEDULE) OF MODULE
S. No Content and Activity Type Learners’ Activity Time
1 Introduction of the Module: Introduction of the Module 5 min
2 Video (1) Evaluation: Determining the Effect of The
Intervention
Watch the video and take notes 5min
3
Reading Material (1): Determining the Effect of The
Intervention its importance in Education
Read and Review of Evaluation: Determining
the Effect of the intervention and its
importance in instructional design
implementation and for teachers
7 min
Reflect upon it and note down important
points.
4
Group Discussion
Learners will discuss the noted points of
reading and asked the queries related
watched video 3 min
5 Video (2) Evaluating Learner Achievement Watch the video and take the note 8 min
6 Reading Material (2): Read the provided material carefully, 10 min

3. EVALUATING LEARNER
ACHIEVEMENT

4.  By the end of this session, the students will be able to
1. Define evaluation in general and learner evaluation in particular.
2. Express the role of evaluation in the instructional design process.
3. List the different types of learner evaluation.
4. Describe the process of learner evaluation.
5. Develop appropriate test items.
OBJECTIVES

5. The following picture will be shown and
then asked to share their opinion about
evaluation. After eliciting their responses,
the students will be told that the concept
of assessment is very much changed after
the Howard Gardner Theory of Multiple
Intelligences. Then the teacher will share
the quote of Einstein’s that is;
“Everybody is genius. But if you judge a
fish by its ability to climb a tree, it will live
its whole life believing that it is stupid”.
ICEBREAKER

6. INTRODUCTION

7. Video (1) Evaluation: Determining the Effect of The
Intervention
https://www.youtube.com/watch?v=
CBoI0wBo4vw

8. Group Discussion
The DISCUSSION will be based on the watched video which
describe the evaluation and determining the effects of evaluation
and intervention in more detail. Learners have to read the material
carefully and give reflection upon it by highlighting important
points such as, Evaluating the Effectiveness of Learning
Interventions in the classroom and Performance Based
Assessments of Learning in teaching learning process

9. Purpose of Learner Evaluation

10. Standards for Evaluating Learners
Achievement

12. A QUESTION FOR YOU
The teacher will ask the following questions from
the class. After getting the responses, the teacher
will summarize the discussion through slide.
“What is the purpose of evaluation?”
“What is the role of measurement in
determining learners’ achievement” and give its
example

13. EVALUATION AND THE BIG PICTURE

14. Evaluation:
The process for determining the success level of an
individual or product based on data and then
making decisions based on this success level.
Assessment:
The procedures or techniques used to obtain data
about learner or product.
Measurement:
The data collected, which is typically expressed
quantitatively.
EVALUATION, ASSESSMENT, AND
MEASUREMENT

16.  Determine the level of performance or achievement that an individual
has attained as a result of instruction.
 Begins by examining the instructional goal and objectives.
 Decide on the desired change in learner knowledge, skill, or attitude.
 Determine the criteria for judging the success.
 Develop appropriate assessment activities.
LEARNER EVALUATION

17.  Pre-Instruction
Gather data about learner current abilities
Make adjustments to instruction based on learner knowledge and ability
 During Instruction
Observation
Quick-Write or Random-Call
 Post-Instruction
Summative Evaluation
LEARNER EVALUATION TIMING

19.  Validity:
A learner evaluation is considered valid when it helps determine whether
the intended outcome were met by the learner
Face validity
Content validity
 Reliability
The extent to which a learner evaluation will provide similar results when
conducted on multiple occasions.
Criterion-Referenced
Norm-Referenced
DEVELOPING A LEARNER EVALUATION

20. VALIDITY & RELIABILITY

21.  Developing and implementing knowledge tests guidelines
(p. 143)
 Objective tests
True/False Items
Multiple Choice Items
Matching Items
 Constructed-response tests
Short-Answer Items
Essay Items
DEVELOPING KNOWLEDGE ASSESSMENT
TESTS (PAPER-AND PENCIL TESTS)

22.  Guidelines for evaluating a skill (p.147-148)
Direct testing
 Performance Ratings
Observations and Anecdotal Records
Portfolios
Rubrics
DEVELOPING SKILL ASSESSMENT TESTING
(PERFORMANCE ASSESSMENT)

23.  The most difficult outcome to determine because it
examines learner’s behavior
Observation and Anecdotal Records
Surveys and Questionnaires
Self-Reporting Inventories
Interviews
ASSESSMENT TECHNIQUES TO DETERMINE A
CHANGE IN ATTITUDE

24.  What do you think the role of ID is?
Help create and execute a plan of action to design, develop, and
implement an efficient and effective learner evaluation
Analyze the instructional goals and objectives
Determine the intended learning outcome(s)
Determine the appropriate type of learner evaluation needed
Design and develop the appropriate assessment techniques
Assist in the implementation
THE INSTRUCTIONAL DESIGNER ROLE

25.  Go back to your project’s goal and objective(s). If you haven’t
developed them, go ahead and do it.
 Think of ways to assess and evaluate the achievement of your
objective(s) .
 Post your thoughts in your blog.
 Use your Google account to create a survey to assess your learners
achievement.
 You can go back to your handouts and book for further assistance.
ACTIVITY

26. HANDOUTS

27.  Use simple sentences.
 Avoid using some words such as “always”, “never”, and “all”
 Assess for one idea per item.
 Avoid complex and ambiguous questions that create confusion
or frustration.
GUIDELINES FOR DEVELOPING TRUE/FALSE
ITEMS

28. GUIDELINES FOR DEVELOPING CHOICE ITEMS
 Write a clear descriptive stem.
 Keep the choices short and clear (stick to four alternatives)
 Avoid the use of negatives in the stem.
 Have only one correct answer.
 Write the distractors to be plausible yet clearly wrong.
 Avoid using “All of the above” or “Non of the above”

29.  List more options than the premise list.
 Use homogenous list.
 Place longer phrases in the left column.
 Restrict the number of matches to 10 or fewer.
GUIDELINES FOR DEVELOPING MATCHING
ITEMS

30.  Statement should not be directly quoted from the text.
 Answer blanks should be in the same place on the page.
 The questions should measure accomplishment of objectives
appropriately.
 There should be only one blank in an item.
GUIDELINES FOR DEVELOPING SHORT-
ANSWER ITEMS

31.  Be unobtrusive because people behave differently in the
presence of others.
 Be objective in your language. It should be clear, accurate, and
formal.
 Be scientific in your observations. they should be accurate,
thorough and complete.
 should include nothing but your observations.
 Include an observation form.
GUIDELINES FOR CONDUCTING OBSERVATION

32.  Choose a setting with little distractions.
 Explain the purpose of the interview.
 Address terms of confidentiality.
 Explain the format of the interview.
 Indicate how long the interview usually takes.
 Provide your contact information.
 Ask if they have any question or concern.
 Record the interview or take notes.
GUIDELINES FOR CONDUCTING INTERVIEWS

33.  Pay attention to survey length and make it interesting.
 Use legible questions.
 Use quick to answer type questions.
 Avoid leading questions.
 Adopt the same definitions throughout.
 Avoid negatives or double-negative.
 Avoid double-barreled questions.
GUIDELINES FOR DEVELOPING SURVEYS AND
QUESTIONNAIRES QUESTIONS

34. ASSIGNMENT
Here an assignment is attached that is based upon the
reading material and video. The learners have to
complete assigned task.
The students are required to read the given handouts
carefully and to Evaluating Learner Achievement and
its importance in instructional design with detailed
specifications of examples while implementing the
instructional design phases and write the importance
in instructional designing phase.