Course evaluation: Difference between revisions
Jump to navigation
Jump to search
m (using an external editor) |
m (using an external editor) |
||
| Line 12: | Line 12: | ||
=== Merril's first principles of instruction === | === Merril's first principles of instruction === | ||
* This framework is descibed in the [[Instructional_design#What_is_good_.22main-stream.22_Instructional_Design_.3F Instructional design article]] | * This framework is descibed in the [[Instructional_design#What_is_good_.22main-stream.22_Instructional_Design_.3F | Instructional design article]] | ||
=== Dick and Carey (1996) guidelines === | === Dick and Carey (1996) guidelines === | ||
| Line 26: | Line 26: | ||
# Is the student presented with a clear path/navigational guide to move them through the course material and components? | # Is the student presented with a clear path/navigational guide to move them through the course material and components? | ||
# Are aides to assist the student with memorization and facilitate transfer of learning provided? | # Are aides to assist the student with memorization and facilitate transfer of learning provided? | ||
=== IPSRT == | |||
Baylor, Kitsanas, and Chung (2001) developed a similar reflective question tool called, Instructional Planning Self-Reflective Tool (IPSRT). The IPSRT is designed to facilitate self-reflective thinking through the lesson-planning process for a traditional or online course. | |||
== References == | == References == | ||
Revision as of 15:08, 19 May 2006
Definition
Course evaluation ca take different forms:
- Formative evaluation by an expert
- Evaluation by students
- Self-evaluation that includes feedback from students
Guidelines for evaluation
Merril's first principles of instruction
- This framework is descibed in the Instructional design article
Dick and Carey (1996) guidelines
- Are motivational concerns addressed?
- Is the appropriate/relevant content included?
- Is the presentation sequence of the content correct?
- Is all of the required information available to the student?
- Do appropriate and ample practice exercises exist?
- Is adequate feedback included for these exercises?
- Are appropriate tests provided to assess student progress?
- Are sufficient follow through activities provided?
- Is the student presented with a clear path/navigational guide to move them through the course material and components?
- Are aides to assist the student with memorization and facilitate transfer of learning provided?
= IPSRT
Baylor, Kitsanas, and Chung (2001) developed a similar reflective question tool called, Instructional Planning Self-Reflective Tool (IPSRT). The IPSRT is designed to facilitate self-reflective thinking through the lesson-planning process for a traditional or online course.
References
- Dick, W., & Carey, L. (1996). The Systematic Design of Instruction, (4th Ed.). New York: Haper Collins College Publishers.
- Dick, W., Carey, L., & Carey, J. O., (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley, Longman.
- Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective Instruction, (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.