Melinda Weatherford Key Assessment #2

FRIT 7231 Fall 2013

1
Instructional Design Project

Part 1: Identification of Learning Problem

General Audience
The audience consists of all Lower Columbia College (LCC) students enrolled in a
degree program, particularly online students. The LCC student body is extremely
diverse. Approximately 60% of students are female and 40% are male. The age range is
16 and up (we offer a Running Start program for high school students), but the average
age is early 30s.

Problem Identification
Many LCC students, particularly those in online classes, have difficulty finding
appropriate articles online to support research assignments. They have trouble initially
locating the proper databases through our website. Part of this problem is that our
website is cluttered with links and redundant information making it a little confusing.
Many students have never had to find articles using a database and are unfamiliar, not
only with the research process, but with searching the right databases and applying
effective search terms.

Students coming into the library and needing help finding articles, teachers requesting
instruction, and teachers requesting help for online students are indicators that students
are having problems conducting research. Three LCC faculty librarians offer various
face-to-face library instruction sessions that are presented to classes as requested by
instructors. The sessions help, but they are only available to students if their teachers
request them. Some students have already been in research instruction sessions for other
classes, so there is an issue of students potentially experiencing the same instruction
twice. Fully online students would not have an opportunity to receive any library
instruction. Providing instruction in an online format would eliminate superfluous
instruction and allow all students to have access to online research instruction.

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FRIT 7231 Fall 2013
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Instructional Goals
Students will be able to locate an appropriate online library research database.
Students will be able to define Academic Search Complete.
Students will be able to search databases effectively using key terms.
Students will be able to locate an article in the database.
Students will be able to record the results of their search.


Part 2: Learner Analysis

Introduction
The targeted learners are all students enrolled at Lower Columbia College (LCC) in
Longview, Washington. There are approximately 3,642 students enrolled, and 1,793 are
full-time. Lower Columbia College serves students as young as 16 through a high school
program called Running Start, but the majority of students are over 25. The average age
is approximately 33. Sixty-three percent of students are female and 78% are white.
Native Americans, Asians, and African Americans are each 2% of the student body, and
6% are Hispanic. Less than 3% are disabled. Fifty-six percent receive federal financial
aide and 37% receive state financial aide. This data was pulled from recent college
demographic statistics. Most of the information collected for this analysis comes from
personal observation, experience and communication; instructor feedback through pre
and post instruction interviews; and student feedback prior to, during, and after
instruction. The students who will be accessing the instruction will primarily be students
enrolled in classes requiring research. Their research skills will range from no experience
to moderate experience.

Entry Skills and Prior Knowledge
Reading and writing skills
Able to log onto a computer
Able to locate and navigate a website
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Able to identify a research topic
Able to identify search terms

Attitudes Toward Content & Academic Motivation
The majority of students will be adult, college level learners and therefore somewhat
motivated. The students who lack research skills are those who have not yet done a
college level research assignment and are more highly motivated to learn. Based on
instructor feedback, students tend to fall in one of two categories regarding attitude.
They either feel frustrated and do not understand how to locate and search our online
databases, or they feel they have already had instruction, they are confident researchers,
and they do not need basic instruction. This gap in attitude is apparent in most classes.

Educational Ability Levels
Educational and academic ability levels for Lower Columbia College students range from
pre-college to college level. The intended audience of the instruction will be those
students enrolled in classes requiring research assignments, and their ability level will be
a general first year, undergraduate college level. Roughly 15% will be pre-college level.

General Learning Preferences
Due to the gap in skill level, the student feedback reflects a desire to work at their own
pace. A guided, interactive, hands-on approach with choices and flexibility is favored by
students.

Attitude Toward Teachers and School
Most students have a very positive attitude toward teachers and school. They have
chosen to be here, and they are financially accountable or have financial aide
requirements to motivate them. Many are older students seeking better employment
opportunities, higher income and improved quality of life. Others are younger, transfer
students looking to complete their four-year degree on our campus through our
partnership with Eastern Washington University. Although the general attitude is
extremely positive, we do notice a change at the end of each quarter around final exams.
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Attitudes become more tired, stressed and frustrated, but students have usually
experienced research instruction during the mid to early part of the quarter.

Group Characteristics
Lower Columbia College is a rural community college in Cowlitz County Washington.
The majority of LCC students live in this county. Median household income for the
county is $46,500, population is approximately 102,000, and 17.5% live below poverty
level. Average income for the state is approximately $59,000 with 12.5% living below
poverty level. Only 15.5% of Cowlitz County residents have a bachelors degree or
higher, while 31.4% of state residents have a bachelors degree.


Part 3: Task Analysis

I am applying both topic analysis and procedural analysis methods for my task analysis.
The instruction process requires simultaneous use of the procedural components of
logging into the research databases and the topic related components of research skills,
keyword searching, and information literacy. To make sure I included all necessary
procedures, I walked through the process of logging into and searching the database. I
took notes as I went through each step. It was fairly easy to recall all the steps involved,
because I walk students through these procedures and topics on a daily basis, demonstrate
them in classes, and I have created screencasts for locating and logging into the
Academic Search Complete database. After noting the procedure, I filled in the gaps for
the topic analysis by creating an outline of the steps and adding in the necessary facts,
concepts and definitions required to complete the procedure.

Task Analysis Outline:
1. Go to the Library home page
1.1. Go to the Lower Columbia College (LCC) home page:
http://www.lowercolumbia.edu/
1.2. Click the arrow on the Quick Find drop down box in the upper right
hand corner
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FRIT 7231 Fall 2013
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1.3. Scroll down to Library
1.4. Click Library
2. Access the research databases
2.1. On the menu on the left, click Research
3. What is a research database?
3.1. Research databases are online collections of data designed to allow the user
easy access to research data like articles, images, and eBooks.
4. What is Academic Search Complete?
4.1. Academic Search Complete is one of two general academic research
databases at the LCC Library.
4.2. It is the largest of the two general research databases at the LCC Library.
5. Log in to Academic Search Complete
5.1. Under the Starting your research? box, click Academic Search Complete
5.2. Enter your username and password.
5.2.1. Your username is the first part of your LCC email address, and your
password is your email password.
5.2.1.1. Forgot password
5.2.1.1.1. Go to the LCC home page
5.2.1.1.2. On the left side menu, click on Current Students
5.2.1.1.3. Click the Online Services icon
5.2.1.1.4. Under Student Services click Change My Password
5.3. Click Access Ebscohost
5.4. Click Ebscohost link
5.5. Click the first link, Academic Search Complete
6. Begin your research
6.1. To make your search more efficient, click on Advanced Search under the
basic search box.
7. Refine your search results
7.1. Under Limit Your Results click Full Text to get only complete articles in
your search results
7.2. Under Language, select English
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FRIT 7231 Fall 2013
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8. Brainstorm keywords related to your search
8.1. Create a list of words and phrases related to your topic
8.1.1. Use Google and InstaGrok.com to help you generate keyword and
phrase ideas
9. Apply keywords to search boxes at the top
9.1. Click on arrow under Select a Field (optional)
9.2. Click SU Subject Terms
9.3. Insert keywords/phrases
9.4. Click Search
10. Evaluate results
10.1. Read titles and abstracts to determine if your search provided the results you
are looking for
11. Poor results?
11.1. Try new search terms
11.2. Under Search Modes and Expanders click SmartText Searching to
expand your search
11.2.1. Click Search
12. Select articles
12.1. When you find an article that meets your needs, write down the title and an
authors last name so you can find it again later if you have any computer
problems.
12.2. Click Full Text or PDF Full Text to access the complete article
12.3. Click icons on right to print, email or add to a folder


Subject Matter Expert (SME):
I will be acting as my own the subject matter expert in the design of this instruction. I
have a Bachelors Degree in Advertising / Mass Communication from Louisiana State
University and I am currently completing my Master of Education in Instructional
Technology for Library Media Specialist Certification from Georgia Southern University.
I have done volunteer work in several school libraries. I was a Library and Archives
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Paraprofessional at Lower Columbia College in Longview, WA, and I am currently a
Faculty Librarian / Library Instructor at the same college. My primary responsibilities
include assisting students and faculty with research needs and instruction, managing web
resources, providing professional development for faculty in regard to instructional
technology resources. My current position and experience qualifies me as SME for this
instructional design project.
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FRIT 7231 Fall 2013
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FRIT 7231 Fall 2013
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Part 4: Instructional Objectives

Terminal Objective 1: To access Academic Search Complete
Enabling Objectives:
1A. Define Academic Search Complete (cognitive domain)
1B. Navigate website (psychomotor domain)
1C. Locate Academic Search Complete (psychomotor domain)
1D. Log into Academic Search Complete (psychomotor domain)

Terminal Objective 2: To conduct a search
Enabling Objectives:
2A. Identify a topic (cognitive domain)
2B. Identify keywords related to topic (cognitive domain)
2C. Apply keywords using appropriate search methods (cognitive domain)

Terminal Objective 3: To find articles
Enabling Objectives:
3A. Evaluate search results based on evaluation criteria (cognitive domain)
3B. Determine three articles relevant to topic (cognitive domain)
3C. Record selected articles (psychomotor domain)

Content
Performance
Recall Application
Fact 1A,
Concept 2A, 3B
Principles 3A
Procedure 1B, 1C, 1D, 2B, 2C, 3C
Interpersonal
Attitude


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FRIT 7231 Fall 2013
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Relationship Between Instructional Objectives and Standards:
Instructional
Objectives
American Association of School Librarians Standards
1
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1A
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1B
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1C
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1D
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
2
1.1.3 Develop and refine a range of questions to frame the search for
new understanding.
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
2A
1.1.3 Develop and refine a range of questions to frame the search for
new understanding.
2B
1.1.3 Develop and refine a range of questions to frame the search for
new understanding.
2C
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
3 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
3A
1.1.5 Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness for needs, importance and social and
cultural context.
3B 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
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2.4.1 Determine how to act on information (accept, reject, modify).
3C
2.1.4 Use technology and other information tools to analyze and
organize information.


Part 5: Development of Assessments



Melinda Weatherford
FRIT 7231 Fall 2013
KA Part 7: Design of Instruction


Lesson 1: Lesson 2: Lesson 3:
Lesson Locating and logging into
Academic Search Complete
YouTube video Information
R/evolution; Screencast on
locating and logging into
Academic Search Complete
Applying Search Terms and Refining a
Search
Content related image posted on
Thinglink; Sample topics provided in
instruction module; A Web Whiteboard
(Awwapp.com) will be used for online
collaboration and keyword brainstorming
Finding Appropriate Articles and
Recording Results
Screencast demonstrating how to apply
keywords, refine a search, and methods
of recording results; Radcab.com
website linked as a resource for
evaluation criteria; Voicethread will be
used for posting comments and results
Goals Students will be able to define
Academic Search Complete.
Students will master locating and
logging into this online library
database.
Students will demonstrate understanding
the purpose and goal of research in posted
responses.
Students will generate and post
appropriate keywords for a research topic.
Students will conduct a database search
using keywords. Their search will
provide results.
Students will demonstrate through their
results, the ability to apply options to
refine a search.
Students will post appropriate articles.
Students will record results using a
method of choice.
Objectives Terminal Objective 1: To access
Academic Search Complete
1A: Define Academic Search
Complete
1B: Navigate Website
1C: Locate Academic Search
Complete
1D: Log into Academic Search
Complete
Terminal Objective 2: To conduct a
search
2A: Identify a topic
2B: Identify keywords related to a topic
2C: Apply keywords using appropriate
search methods
Terminal Objective 3: To find articles
3A: Evaluate search results based on
evaluation criteria
3B: Determine three articles relevant to
topic
3C: Record selected articles
Assessments Email article to instructor. Thinglink post featuring topic and Voicethread post including attached
Melinda Weatherford
FRIT 7231 Fall 2013
Document search experience and
define Academic Search
Complete in the email.
research question. A Web Whiteboard
post including a list of related keywords.
article, titles of two other articles,
description of search process and
description of how results were
recorded.
UDL Multiple means of representation.
Multiple means of engagement.
Multiple means of representation.
Multiple means of action and expression.
Multiple means of representation.
Multiple means of engagement.
Multiple means of action and
expression.

Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
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Lesson 1: Locating and Logging into Academic Search Complete
Lesson one will use a performance-based assessment. By emailing the article to the
instructor, the student demonstrates mastery of the skill of locating and recording an
appropriate research article.
Objective 1 To access Academic Search Complete
Objective 1A: Define Academic Search Complete
Objective 1B: Navigate website
Objective 1C: Locate Academic Search Complete
Objective 1D: Log into Academic Search Complete
Assessment: Leaners will email the instructor the article entitled The Deconstructive
Approach to Understanding Community College Students Pathways and Outcomes by
Peter Bahr. They will be given the authors name and the subject matter of the article,
but not the title of the article. In the email, they will define Academic Search Complete
in their own words and discuss the steps they took to find and email the article from the
database, including any difficulties they may have encountered. Students may choose to
email an audio file (vocal recording) of their of response with the article attached instead
of a written response. By emailing the article, they will demonstrate that they can locate
and log into Academic Search Complete. This will also demonstrate that they can apply
search terms successfully, retrieve an article, and record results.
UDL Principles: The email may include an audio file instead of a written discussion to
allow for multiple means of communication.

Lesson 2: Applying Search Terms and Refining a Search
A performance-based assessment will be used in lesson 2. The students posts will
demonstrate the students ability to select a topic, frame a question, and generate key
search terms.
Objective 2 - To conduct a search
Objective 2A: Identify a topic
Objective 2B: Identify keywords related to the topic
Objective 2C: Apply keywords using appropriate search methods
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Assessment: Each student will create a post on the Thinglink.com board. The post will
include their research topic and one question about the topic that they would like to find
an answer for through their research. Using A Web Whiteboard (awwapp.com), they will
post their topic and collaboratively brainstorm keyword ideas. Responses will be
evaluated for completion, timeliness and understanding.
UDL Principles: By using Thinglink and A Web Whiteboard, students will have multiple
means of communication, representation and engagement. Their responses may be in
multi-media formats using a creative communication approach. They wont be limited to
typed discussion posts with this assessment.

Lesson 3: Find Appropriate Articles and Record Results
A performance-based assessment will be used in lesson 3. The performance of skills will
be demonstrated by delivering the actual research results in the Voicethread post and
briefly describing the search strategy and methods used.
Objective 3 To find articles
Objective 3A: Evaluate search results based on evaluation criteria
Objective 3B: Determine three articles relevant to topic
Objective 3C: Record selected articles
Assessment: Each students Voicethread post will include the attachment of one source
they located and a description of the other two sources. They will also describe how they
found and recorded their results. They will also respond to at least one other students
post.
UDL Principles: Voicehtread provides multi-media forms of communication which
allows for multiple means of engagement, representation and expression.


Assessment Examples
Objective 1 Assessment
Assignment:
Using Academic Search Complete, locate an article written by Peter Bahr on the subject
of outcomes of community college students. Using the email feature in Academic
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Search Complete, email the article to me. In your email comments box, please explain
Academic Search Complete and describe the steps you took to locate the article. Please
include any difficulties you may have encountered. You may choose to do a voice
recording of your results instead of a written response. Paste the audio link into your
comment box, or send it in a separate email.
Possible Response:
Academic search complete is an article database for which the library pays a subscription
fee. Students can search the database in different ways to find scholarly and peer
reviewed articles to support research papers.
To locate the article, I clicked on the Research link on the library home page. I clicked
on the Academic Search Complete link and signed in. Once in the database, I clicked
Advanced Search. I began by using the Select a Field option and typing in the
authors name (last name, first name). An article came up that fit the requested subject. I
had no difficulty locating the article.
Rubric:
Not Completed Needs
Improvement
Meets Expectations
Email Content No email Incomplete
information
All requirements
included (definition
and steps) written or
audio format
Article Attachment No Article Wrong article Article attached
meets requirements
0 2 4


Objective 2 Assessment
Assignment:
Part 1: Your research question is the purpose of your research. It is the question you ask
based on what you know about your topic, and what you need or want to know about it.
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Create a post on the following Thinglink message board:
https://www.thinglink.com/scene/419352830978031617
Clearly and briefly state your topic and your research question. Please do not forget to
include your name in the text of your post.
Part 2: Collaboratively brainstorm keywords for your topic by posting your topic and
name on this A Web Whiteboard link: http://awwapp.com/s/1d/e3/ee.png
Post keyword suggestions for at least two other classmates topics.
Possible Thinglink Response:

Possible A Web Whiteboard Response:

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Rubric:
Not Completed Needs Improvement Meets Expectations
Thinglink Post No post Post is missing one or
more requirements
Post includes topic,
question, name
A Web
Whiteboard Post
No post Post is missing one or
more requirements
Post includes name,
topic, relevant
keywords
A Web
Whiteboard
Response
No responses One response Responds with
relevant suggestions
to at least 2
classmates.
0 3 6


Objective 3 Assessment
Assignment:
Use any format you choose to post to this Voicethread:
http://voicethread.com/share/5205818/
Attach a linked article to your post. List two other articles related to your topic. Include
your search strategy and explain how you recorded your results.
Possible Response:
I have attached the following article related to my topic: Gun Control and Schools. I
found two other articles: Stricter Security in Elementary Schools, and In the Wake of
Columbine. I found the articles by using the following keywords and phrases: gun
control and school security; school shootings; stronger gun safety precautions in
schools. I saved all the articles I liked to a folder, then I printed the best three.

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Voicethread Sample Screenshot:


Rubric:
Not Completed Needs Improvement Meets Expectations
Articles No post Only one or two
articles posted
Three relevant
articles. One
attached and 2
listed.
Post Content No post Missing requirements Brief description of
search process and
explanation of how
results were
recorded.
0 2 4



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Part 6: Instructional Sequence


Instructional Sequence:

Sequence Description Objective
1 To access Academic Search Complete 1
2 To conduct a search 2
3 To find articles 3

This sequence is learning-related because it is a prerequisite to learn one objective before
moving on to the next more complex task. This sequence insures that the learner will
build knowledge based on each previously required objective. Part of the instruction
requires learning technology (searching an online library database), so an approach that
breaks tasks into sequential steps ranging from simple and familiar to more complex and
unfamiliar is most effective (Morrison, Ross, Kalman, & Kemp, 2013).

Lesson 1: Locating and Logging into Academic Search Complete
Objective 1: To access Academic Search Complete
Objective 1A: Define Academic Search Complete
Objective 1B: Navigate website
Objective 1C: Locate Academic Search Complete
Objective 1D: Log into Academic Search Complete

Initial Presentation: Students will watch the short video Digital R/evolution. This
video depicts the evolution of searching for information pre and post digital age.
Students will watch a screencast demonstrating how to navigate the website, locate and
log into Academic Search Complete. During the screencast, Academic Search Complete
will be defined.
UDL: The multimedia presentation format and closed captioning will provide multiple
means of engagement and representation.

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Generative Strategy: Students will navigate the website and log into Academic Search
Complete to find a specific article. Students will email the article to the instructor in
order to demonstrate mastery of the objective.
UDL: The multi-media format provides multiple means of representation to support
completion of the assignment. The screencast provides audio, visual and text cues
(Morra & Reynolds, 2010).

Lesson 2: Applying Search Terms and Refining a Search
Objective 2: To conduct a search
Objective 2A: Identify a topic
Objective 2B: Identify keywords related to the topic
Objective 2C: Apply keywords using appropriate search methods

Motivational Strategy: Ask students why they are doing their research assignment. Ask
students what is the purpose of research (Walkington et al., 2011).
UDL: The Web 2.0 tool Thinglink.com (http://www.thinglink.com ), an image-based,
multi-media bulletin board, will be used to pose the questions allowing for multiple
means of representation and engagement.

Initial Presentation: Discussion regarding framing questions and answering essential
questions will be posted on the same Thinglink.com image (Walkington et al., 2011).
UDL: Thinglink.com will be used to post responses allowing for multiple means of
expression, representation and action since students can post text, video, audio and web
links to support their responses (Morra & Reynolds, 2010).

Generative Strategy: Provide sample topics and ask students to generate and brainstorm
possible keywords in a discussion forum. Then, ask students to suggest different
combinations of the keywords to use in a search.
UDL: A Web Whiteboard (http://awwapp.com/) will be used for collaborative online
brainstorming. This will provide options and choices for engagement, communication
and responses (Morra & Reynolds, 2010).
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Lesson 3: Finding Appropriate Articles and Recording Results
Objective 3: To find articles
Objective 3A: Evaluate search results based on evaluation criteria
Objective 3B: Determine three articles relevant to topic
Objective 3C: Record selected articles

Initial Presentation: Students will view a screencast demonstrating how to apply the
keywords to conduct a database search, how to refine the search, and methods of
recording the results. Students will review a screencast navigating and discussing the
website Radcab.com (http://www.radcab.com/) to learn to evaluate research results.
UDL: The screencast will be posted in Voicethread. The screencast will be closed
captioned. This will provide multi-media engagement and representation.

Generative Strategy: Students will collaborate using Voicethread
(http://voicethread.com/ ). Students will each post the three sources they located, and
they will describe how they recorded their results. Classmates will comment on each
others research in regard to search methods, keywords, and evaluation of results.
UDL: The use of Voicethread will provide options for students to choose video, text or
audio formats for their responses (Rao & Tanners, 2011). This provides multiple means
of action and expression, engagement and representation.
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References
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for
technology-enhanced learning. Inquiry, 15(1), 43-51.
Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective
instruction (7
th
ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design
for online courses. Journal Of Postsecondary Education And Disability, 24(3),
211-229.
Walkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker,
R., & France, D. (2011). Embedding research-based learning early in the
undergraduate geography curriculum. Journal Of Geography In Higher Education,
35(3), 315-330. doi:10.1080/03098265.2011.563377

Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
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Part 7: Design of Instruction

Lesson 1: Lesson 2: Lesson 3:
Lesson Locating and logging
into Academic Search
Complete
YouTube video
Information
R/evolution; Screencast
on locating and logging
into Academic Search
Complete
Applying Search Terms
and Refining a Search
Content related image
posted on Thinglink;
Sample topics provided in
instruction module; A Web
Whiteboard (Awwapp.com)
will be used for online
collaboration and keyword
brainstorming
Finding Appropriate Articles
and Recording Results
Screencast demonstrating how
to apply keywords, refine a
search, and methods of
recording results; Radcab.com
website linked as a resource
for evaluation criteria;
Voicethread will be used for
posting comments and results.
Goals Students will be able to
define Academic Search
Complete.
Students will master
locating and logging into
this online library
database.
Students will demonstrate
understanding the purpose
and goal of research in
posted responses.
Students will generate and
post appropriate keywords
for a research topic.
Students will conduct a
database search using
keywords. Their search will
provide results.
Students will demonstrate
through their results, the
ability to apply options to
refine a search.
Students will post appropriate
articles.
Students will record results
using a method of choice.
Objectives Terminal Objective 1:
To access Academic
Search Complete
1A: Define Academic
Search Complete
1B: Navigate Website
1C: Locate Academic
Search Complete
1D: Log into Academic
Search Complete
Terminal Objective 2: To
conduct a search
2A: Identify a topic
2B: Identify keywords
related to a topic
2C: Apply keywords using
appropriate search methods
Terminal Objective 3: To
find articles
3A: Evaluate search results
based on evaluation criteria
3B: Determine three articles
relevant to topic
3C: Record selected articles
Assessments
Email article to
instructor. Document
search experience and
define Academic Search
Complete in the email.
Thinglink post featuring
topic and research question.
A Web Whiteboard post
including a list of related
keywords.
Voicethread post including
attached article, titles of two
other articles, description of
search process and description
of how results were recorded.
UDL Multiple means of
representation.
Multiple means of
engagement.
Multiple means of
representation.
Multiple means of action
and expression.
Multiple means of
representation.
Multiple means of
engagement.
Multiple means of action and
expression.
Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
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Part 8: Formative Evaluation Plan
Objectives-based studies will be the approach used for the formative evaluation plan.
The three surveys detailed below feature questions designed to help ensure that the
objectives are being met.
Learners:
The following survey will be used to pre-test students on their knowledge prior to
participating in the instruction module:
https://www.surveymonkey.com/s/KSZFM6J

The responses from the survey will be evaluated to make sure the students engaging in
the instruction are at the expected level. The anticipated level will be that of a pre-
college or first year college student who has never written a college level research paper
or used the databases for research. The results will be analyzed through
Surveymonkey.coms Analyze Results tools.

The following Surveymonkey.com post-instruction survey will be used to collect
feedback from students upon completion of the module:
https://www.surveymonkey.com/s/WLDDRLQ
Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
24


The responses will be evaluated for common issues or problems using
Surveymonkey.coms Analyze Results tools. Instruction and content will be tweaked
accordingly.

Subject Matter Expert (SME):
An evaluation survey will be given to two subject matter experts for the formative
evaluation:
https://www.surveymonkey.com/s/KN3LLTQ
Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
25


Melinda Weatherford Key Assessment #2
FRIT 7231 Fall 2013
26
The subject matter experts are Andrea and Sean. Both are presently employed as faculty
librarians at Lower Columbia College. Andrea has a Master of Library Science degree
and over 20 years of experience in research instruction in K-12 and higher education.
Sean has over 12 years of experience in instructional design and research instruction in
K-12 and higher education. He has a Master of Library Science and is pursuing a PhD in
Education. Comments and responses will be reviewed to see where they align.
Instruction will be adjusted based on SME recommendations. Learners will be re-
evaluated then evaluate again to see if improvements were made.

Stages of the Formative Evaluation Plan:
Stage 1:
1. Submit instructional design project to SMEs for review.
2. Collect survey results from SMEs.
3. Evaluate results.
4. Collect and evaluate pre-test survey results from students participating in one-to-
one trials.
5. In at least five one-to-one trials, test the instruction with students.
6. Collect and analyze post-instruction surveys from one-to-one trial participants.
7. Make changes based on SME input and learner pre-test and postinstruction
results.
Stage 2:
8. Collect pre-test results for participants in small-group trials.
9. Test instruction in small-group trials.
10. Collect and analyze post-instruction survey results from small-group participants.
11. Make changes based on results.
Stage 3:
12. Conduct a field trial with an actual class through Canvas, LCCs learning
management system.
13. Collect and analyze post-instruction survey results.
14. Make final revisions and adjustments.