Running head: PART II: EVALUATION MODEL COMPARISON 1

Part II: Evaluation Model Comparison

Team B: Michael Harding, Jasmine Murphy, Ijeffery Rice, and Charmika Spencer

CUR/516

August 15, 2016

Professor Elizabeth Pace

PART II: EVALUATION MODEL COMPARISON 2

Part II: Evaluation Model ComparisonIntroduction

Educational professionals and particularly those who are devoted to designing,

developing and implementing instructional curriculums or courses are held to employing a

scientific systematic approach towards accomplishing quality and competent plans to effect

positive and productive learning for all involve. Such professional start with basic conceptual

plans, then develop and critique the construct in a deliberate process - evaluating components

along the way and making changes that may ultimately effect the delivery of the plan in current

and future learning environment. This describes the two models of evaluation that professional

rely on; Formative and Summative models. Ref. Charles M. Reigeluth, Alison A. Carr-

Chellman; Instructional-Design Theories and Models, Volume III Building a Common

Knowledge Base.

Systematic Instructional Design Questions with Responses

Question 1 (Michael): Why is it important to conduct a "Needs Analysis" before

creating a design; Many educational professional are most commonly idealistic and extremely

imaginative, intellectual - knowledgable and have a keen sense of the global society. Therefore,

education professionals are recognizably among the best resource to innovate, create, and

establish change in the world. But most professional and instructional designers know there must

be a purpose or definitereason for creating a instructional design. They are emphatic in asking

the most simple but critical questions – what, where, when, and who to identity what is needed to

serve the purpose and or the change desired. The basis of a “needs analysis is to gather the

necessary data to formulate an clear understanding that is specific for a problem.

PART II: EVALUATION MODEL COMPARISON 3

Question 2 (IJ): Is there a way for the Instructional Designer to determine that the

instructional design process is progressing in the direction that satisfies the customer’s needs

before the final instructional design is considered complete?

Response (IJ - 100 words): The Instructional Designer has a purpose to provide an

instructional design intervention that is both effective and efficient and meets the customer’s

needs. Fortunately, the Instructional Designer does not blindly develop a design product without

any indication throughout the process that the approach utilized leads to the optimum

instructional design. Evaluation aids in determining success. Specifically, formative evaluation

is used in various phases throughout the instructional design process. Formative evaluation

entails data collection and critique. It is this aspect of formative evaluation that drives revisions,

dialogue with the customer and a quality instructional design while minimizing wasted time and

resources (Brown & Green, 2011).

Question 3: Insert Question 3 (Jasmine or Charmika)

Response: Insert Response to Question 3 (Jasmine or Charmika)

Conclusion

Insert Introduction - Jasmine or Charmika (100 words)

PART II: EVALUATION MODEL COMPARISON 4

Reference(s)

Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting

Fundamental principles with process and practice (2nd ed.). Boston, MA:

Allyn and Bacon.