Analyze

VI. Evaluation - Analyze - Justify - Resources



The process of Instructional Design culminates with evaluation. At this point, the teacher or designer should look at the material, the data, the student/ audience , and the design and analyze the results. Analyzing the design concept, or activities to be included, is very important to the outcomes. A designer wants to be able to identify the actual result of the ID and be able to restructure or include revisions as needed.

Jonassen, Tessmer, and Hannum, in their book //Task Analysis Methods for Instructional// //Design// (1999)//,// believe “that task analysis is the single most important component in the instructional design process, whether that process is used to produce direct instruction, performance support, or constructivist learning environments ."

There are several areas of task analysis that must be considered when evaluating instruction, and the goals and outcomes for that instruction. The instructional designer must analyze whether or not to “clarify the outcomes of instruction, decide which outcomes should be further analyzed and developed, analyze the components and requirements of those outcomes, arrange or rearrange those components into an instructional sequence, and determine the cognitive/affective/skill learning requirements of those component tasks” (Jonassen, Tessmer, & Hannum, 1999).

“Like an architect, the instructional designer use task analysis as a framework for building an instructional lesson or a learning environment. Without a blueprint, important parts of the lesson may be ignored, or the components and activities may not support each other. After completing the task analysis, the designer usually identifies instructional strategies and activities to engage and facilitate the learning requirements that were identified by the task analysis“ (Jonassen, Tessmer, &Hannum, 1999).

The instructor/designer must also evaluate the effectiveness of the instructions. The practice of task analysis helps the designer make necessary and needed revisions along the way or for future instruction in order to achieve the stated and desired outcomes in learning.

When analyzing the design, the designer should look at the design as a part to whole relationship. Knowing the audience, learner, learner needs, and expected outcomes would allow the designer to be able to see the big picture. It is important that you look at the following aspects and connect the concepts with your personal design.

When evaluating instruction and analyzing its effectiveness on learners/students/participants, the instructional designer can try out the instruction with representative learners. This can include one-to-one evaluations, field trials, and small group evaluations to form an analysis of the learner group for formative evaluation (Smith & Ragan, 1999).
 * Analyze the results of one-on-one evaluations:**

One-to-one evaluation (also known as One-on-one or Clinical evaluation) is a collaborative effort between the instructional designer and the learners. The objective in this type of evaluation is to obtain data that will aid the designer in revising the materials or activities for instruction (Dick & Carey, 1996). When using One-to-one evaluation one learner at a time is reviewing the lessons or activities with the evaluator and gives comments or suggestions for improvement or clarity (Tessmer, 1993).

The purpose for this type of evaluation is to identify areas that may be unclear to the learner, typographical errors or ambiguous instructions. When using one-to-one evaluations, the evaluator should make it clear to the learner that the lesson plan is being evaluated and not the learner. With this type of instructional analysis, both the learner and the instructional designer are involved in revisions (Smith & Ragan, 1999).

When creating a lesson on standards in the classroom, a teacher might begin with a pretest. Many times the test it the same test that is given as a posttest. These assessments are given so that an analysis can be made about the information needing to be taught. A teacher might review the information of the pretest and adjust his or her lesson accordingly.
 * Pretest/Posttest

** VI. Evaluation - Analyze - Justify - Resources 