1. Revising instructional materials
Chapter 11
Revising instructional materials

2. The Dick and Carey Model
Conduct Instructional Analysis
Revise Instruction
Assess Needs to identify Goal(s)
Write Performance Objectives
Develop Assessment Instruments
Develop Instructio nal Strategy
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Analyze Learners and Contexts
Design and Conduct Summative Evaluation

3. Objectives
Describe various methods for summarizing data obtained from formative evaluation studies.
Summarize data obtained from formative evaluation studies.
Given formative evaluation data for a set of instructional materials, identify problem in the materials, and suggest revisions for the materials.

4. Two basic types of revisions
The first is changes that are made to the content or substance of the materials to make them more accurate or more effective as a learning tool.
The second type of change is related to the procedures employed in using your materials.

5. Analyzing data from one-to-one trials
The designer has five kinds of basic information available:
Learner characteristics and entry behaviors
Direct responses to the instruction
Learning time
Posttest performance
Responses to an attitude questionnaire.

6. Analyzing data from one-to-one trials
The steps of analyzing data
The first step is to describe the learners and to indicate their performance on any entry-behavior measures.
Next, the designer should bring together all the comments and suggestions about the instruction that resulted from going through it with each learner.
Begin by obtaining individual item performance and then combine item scores for each objective and for a total score.

7. Analyzing data from one-to-one trials
Revise the instruction:
Try to determine, based in learner performance,
whether your rubric or test items are fault. If
flawed, then changes should be made to make
them consistent with the objectives and the
intent of the instruction. If the items are
satisfactory, and the learners performed poorly,
then the instruction must be changed.

8. Analyzing data from one-to-one trials
You have three sources of suggestions for change: learner suggestions, learner performance, and your own reactions to the instruction.

9. Analyzing data from small-group and field trials
The available data typically include the following:
item performance on the pretest,
posttest,
responses to an attitude questionnaire;
learning and testing time;
comments made directly in the materials.

10. Analyzing data from small-group and field trials
The purpose for the item-by-objective analysis is threefold:
To determine the difficulty of each item for the group
To determine the difficulty of each objective
for the group
3. To determine the consistency with which the set of items within an objective measures learners’ performance on the objective.

11. Analyzing data from small-group and field trials
Learners’ item–by-objective performance
From these data the designer could infer that:
The group selected was appropriate for the evaluation
The instruction covered skills not previously mastered by the group, and
The instruction was effective in improving learners’ skills.

12. Why the individual item information is required?
Item information can be useful in deciding whether there are particular problems with the item or whether it is effectively measuring the performance described in its corresponding objective.
Individual item information can be used to identify the nature of the difficulties learners are having with the instruction.
Individual item data can be combined to indicate learner performance on an objective, and eventually, on the entire test.

13. Graphing learners’ performances
Another way to display data is through various graphing techniques.
Another graphic technique for summarizing formative evaluation data involves the instructional analysis chart.

14. Other types of data
It has been found that a good way to summarize data from an attitude questionnaire .
Another important type of data is the comments obtained from learners, from other instructors involved in the formative evaluation, and from subject-matter-experts who react to the materials.
The final type of data summary you may wish to prepare is related to any alternative approaches you may have used during either the small-group or field-trial evaluations.

15. Sequence for examining data
Entry behaviors
Pretests and posttests
Instructional strategy
Learning time
Instructional procedures

16. Revision process
We suggest that as you begin the revision process ,you summarize your data as suggested in this chapter.
Given all the data from a small-group or fields-trial evaluation, the designer must make decisions about how to make the revisions.
Otherwise, the strategies suggested for revising instruction following the one-to-one evaluations also apply at this point-namely, use the data , your experience, and sound learning principles as the bases for your revisions.

17. Revising selected materials
When working with selected materials, however, there is little opportunity to revise the materials directly ,especially if they are commercially produced and copyrighted. with copyrighted materials, the instructor can consider the following adaptations for future trials:
(1) omit portions of the instruction,
(2) include other available materials, or
(3) simply develop supplementary instruction.

18. Revising instructor-led instruction
Instructors working from an instructor’s guide have the same flexibility as the developer for changing instruction.
The instructor’s notes from the guide should reflect questions raised by learners and responses to those questions.
Unlike using written instructional materials, the instructor can revise the presentation during its implementation and note the reasons for the change.