Formative Evaluation
Formative evaluations will occur in two ways: expert review and student review.
Expert Formative Evaluation
Expert review will be sought in three ways. Firstly, the instructional design product will be shared with instructors of current recording programs for feedback. Secondly, the instructional design product will be shared with the education sub-section of the professional association of the Audio Engineering Society for feedback. Thirdly, the instructional design product will be shared with members of the department in which the design will be facilitated. Expert review will take place prior to the beginning of the semester.
Formative questions for expert review
1. Does the course content cover the material required to meet the accreditation standards of the audio/recording program?
2. Is the course format appropriate (does it fit the resources available on-campus, does it work for instructors)?
3. Are the content examples, goals and objectives covered, and assignments realistic and accurate?
4. Are the primary content components of the course of study adequately addressed?
5. Is there anything missing from or unclear in the course design?
The information gained from expert review can be used to update the instructional design product prior the beginning of classes.
Student Formative Evaluation
The student review will be ongoing. During the course of the semester, learners will be able to voice their perspectives and experiences to help guide the instructional design components to follow. This information can be solicited on course quizzes and delivered through face-to-face interaction with the instructor.
Formative questions for student review
1. Do you feel comfortable/familiar with the content of this quiz? If not, what questions about the lesson do you have (what still needs to be covered)?
2. What would have helped the delivery of this content?
3. What can be done differently in the future to ensure that the lessons are delivered more effectively?
4. Do you have any learning needs or concerns that are unaddressed? If so, what are they?
The information gained from students can be used immediately to impact the instructional design product as it’s implemented in the weeks to follow.
Expert Formative Evaluation
Expert review will be sought in three ways. Firstly, the instructional design product will be shared with instructors of current recording programs for feedback. Secondly, the instructional design product will be shared with the education sub-section of the professional association of the Audio Engineering Society for feedback. Thirdly, the instructional design product will be shared with members of the department in which the design will be facilitated. Expert review will take place prior to the beginning of the semester.
Formative questions for expert review
1. Does the course content cover the material required to meet the accreditation standards of the audio/recording program?
2. Is the course format appropriate (does it fit the resources available on-campus, does it work for instructors)?
3. Are the content examples, goals and objectives covered, and assignments realistic and accurate?
4. Are the primary content components of the course of study adequately addressed?
5. Is there anything missing from or unclear in the course design?
The information gained from expert review can be used to update the instructional design product prior the beginning of classes.
Student Formative Evaluation
The student review will be ongoing. During the course of the semester, learners will be able to voice their perspectives and experiences to help guide the instructional design components to follow. This information can be solicited on course quizzes and delivered through face-to-face interaction with the instructor.
Formative questions for student review
1. Do you feel comfortable/familiar with the content of this quiz? If not, what questions about the lesson do you have (what still needs to be covered)?
2. What would have helped the delivery of this content?
3. What can be done differently in the future to ensure that the lessons are delivered more effectively?
4. Do you have any learning needs or concerns that are unaddressed? If so, what are they?
The information gained from students can be used immediately to impact the instructional design product as it’s implemented in the weeks to follow.