EDET 722 - Instructional Design and Development
This artifact was created during the Fall 2021 semester and was my first attempt at writing a formative evaluation plan. It includes a needs assessment report, analysis report, topical task analysis, performance objectives and assessment items, an instructional strategy plan, a formative evaluation plan, and examples of all surveys, activities, and assessments.
This plan was created strictly for an academic context and used as practice for writing a formative evaluation plan as if a client approached you with a gap in their students’ understanding or performance.
I was the author and researcher of this plan.
This artifact includes several phases of the MRK design process, including a needs assessment of the client’s problem, a topic analysis of all concepts and principles to be used in the proposed project, formulation of objectives and assessments, a formative evaluation plan that establishes and monitors the effectiveness of the instruction, and strategies for teaching different types of content (Morrison et al., 2019). This plan falls within the analysis, design, and evaluation phases of the ADDIE model (“Addie Model,” 2018). The plan answers questions asked by the analysis phase, such as instructional goals and audience characteristics. The plan also incorporates sections of design, specifically the objectives, assessment tools, and instructional strategies. Finally, this plan includes a formative evaluation plan.
This artifact fulfills the requirements for AECT Standard #1 - Content Knowledge (AECT, 2012). This plan meets the creating, using, and assessing/evaluating indicators. This plan required me to use various approaches to create instructional materials and utilize multiple processes and methods of analysis in order to create a more fitting approach to learners’ needs.
This plan built upon itself in several drafts over the course of EDET 722. I believe that breaking it down into its component parts over several drafts resulted in a stronger and more detailed plan than it may have been if written all at once. This artifact was my first attempt at writing a design document following the MRK format up through formative evaluation. In this document, the course was not actually created along with the plan, but the plan would serve as a hypothetical guide for the intended course if it was to be created outside of the scope of the class. There are appendices and projected evaluation schedules included in this report, but the full formative evaluation was not carried out as it was outside of the scope of the EDET 722 course. However, this attempt allowed me to break down the beginning steps of the design document and focus entirely on the process of planning out a multi-unit course for my company's apprentices. Later EDET coursework demonstrates growth in this area, as other design documents include the full working draft of a module as well as a partial formative evaluation consisting of SME reviews and one-to-one trials.