Chapter 12:

Revising Instructional Communication Materials.

12.1 Summarising Formative Evaluation Data 12.2 Sequence for Examining Data By: Nadia, Ateng, Fatin, Naffiz, Paan.

The Dick and Carey Model

Two Basic Type of Revision

Changes that are made to he content or substance of the material to make them more accurate or more effective as a learning tool.

Changes related to the procedures employed in using your materials.

Will point out how data from various formative evaluation sources can be summarised and used to identify portions of the material should be revised.

Analysing Data From One-to-one Trials

The designer has FIVE kinds of basic information available: 1.Learner characteristic and entry behaviors. 2.Direct responses to the instruction. 3.Learning time 4.Posttest performance 5.Responses to an attitude questionnaire.

 The steps of analysing data: 1.The first step is to describe the learners and to indicate their performance on any entry-behavior measures. 2.Next, the designer should bring together all the comments and suggestions about the instruction that resulted from going through it with each learner. 3.Begin by obtaining individual item performance and then combine item scores for each objective and for a total resource.

Analysing data from small group and field trials

The typically data include the following: 1.Item performance on the pretest 2.Posttest 3.Responses to an attitude questionnaire 4.Learning and testing time 5.Comments made directly in the materials

 There are three reason for individual item information:

oUseful in deciding whether there are particular problems with the item or whether it is effectively measuring the performance according to the objective.

oUsed to identify the nature of the difficulties learners are having with the instruction. oIndividual item data can be combined to indicate learner performance on an objective.

 The purpose for the Group's item-byobjective analysis is threefold: o To determine the difficulty of each item for the group. o To determine the difficulty of each objective for the group o To determine the consistency with which the set of items within an objective measures learners' performance on the objective.

 Learners' item-by-objective performance From these data these designer could infer that: 1.The group selected was appropriate for the evaluation 2.The instruction covered skills not previously mastered by the group 3.The instruction was effective in improving learners' skills.

Learners' Performance Across Test

Individual item data can be combined to indicate learner performance on an objective and eventually on the entire test: From these test, the designer could infer: 1.The group selected was appropriate for the evaluation 2.The instruction covered skills not previously mastered by the group 3.The instruction was effective in improving learners' skills.

Graphing Learners' Performance

Another way to display data is through various graphing techniques.
A graph may show pretest and posttest performance.

Another graphic technique for summarising formative evaluation data involves the instructional analysis chart.
Without the statement of skills.

Other Types of Data

It has been found that a good way to summaries 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 expert 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 fieldtrials evaluation.

Sequence for Examining Data

Instructional Analysis and Entry skills. Objective, Pretests and Posttests Learning components of instructional strategy and material. Learning time Media, materials and instructional procedures.

Revision Process
We suggest that as you start the revision process, you summarise your data as suggested in this chapter. Given all data from a small-group or field-trial evaluation, the designers must make decision about how to make revision. Otherwise, the strategies suggested for revising instruction following one-to-one evaluations at this point, namely use the data, your experience and sound learning principles as the bases of your revision.

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 can consider the following adaptation for future trials: 1.omit portions of the instruction 2.include other available materials, or 3.simply develop supplementary instructions.

Revising Instructional Instructions

Instruction working from an instructor's guide have the same flexibility as the developer for changing instruction. The instructor's note from the guide should reflect question raised by learners and responses to those questions.

Unlike using written instructional materials, the instructor can revise the presentation during its implementation and note to reasons for the change.