Web Design Instructional Guide

The final step in the guide creation process is to include evaluation options for the learner.

 

First and foremost you must ask yourself how much time will it take for your students to complete the learning of guide materials. Timing the students can be problematic if you are delivering the instructional materials at a distance, and the easiest way to achieve this is to have the students keep track of their own time on task. This can be reported to you via a google form survey questionnaire.

 

 

 

 

 

Questions and concerns about costs involved with the

creation and consumption of the instructional materials on

Wix.com guide pages can also be asked in a google form

survey. Every aspect of the learning experience can be rated

using a google form survey questionnaire.

 

 

 

 

 

 

 

Dick and Carey, in the chapter on designing and conducting formative evaluations, mapped out the following ideas for questions:

 

Evaluation questions:

 

• Was the instruction interesting?

• Did you understand what you were supposed to learn?

• Were the materials directly related to the objectives?

• Were sufficient practice exercises included?

• Were the practice exercises relevant?

• Did the tests really measure your knowledge of the objectives?

• Did you receive sufficient feedback on your practice exercises?

• Did you feel confident when answering questions on the tests?

 

Formative evaluation question ideas:

 

• Did the skills transfer?

• How are the skills used (frequency, context)?

• What physical, social, managerial factors enhanced transfer and use of the skills?

• What physical, social, managerial factors inhibited transfer and use of the skills?

• Does using the skills help resolve the original need? How? What is the evidence? How might training be refined or improved?

 

Collecting Data on Reactions to Instruction:

 

• Are the materials appropriate for the type of learning outcome?

• Do the materials include adequate instruction on the subordinate skills, and are these skills sequenced and clustered logically?

• Are the materials clear and readily understood by representative members of the target group?

• What is the motivational value of the materials: Do learners find the materials relevant to their needs and interests? Are they confident as they work through the materials? Are they satisfied with what they have learned?

• Can the materials be managed efficiently in the manner they are mediated

 

Dick, W., & Carey, L. (2001). Designing and conducting formative evaluations.