Hodell (2011) writes, “The evaluation of the implementation process must include an evaluation of learners’ impressions of the training (that is, Donald Kirkpatrick’s level 1) and the validation of objectives being met by learners (that is, Kirkpatrick’s level 2)” (p. 66).
Furthermore, Hodell (2011) writes, “The aim of each of these level 1 evaluations is to discover learners’ reactions to the process. More than anything, level 1 evaluation provides instant quality control data” (p. 66). In my project, the level 1 evaluation can be seen at the end of the training when students complete their own self-evaluation. In the self-evaluation, students are required to answer questions about their own performance as well as their thoughts about the entire unit. This gives the instructor and designer the opportunity to reflect on their own practices as well.
Level 2 evaluations regarding learning can also be seen at the end of the training. The summative assessment is a chicken stir-fry foods lab. Students will be graded on their ability to demonstrate their skills on safety and sanitation at the beginning of the lab, cutting, teamwork, and safety and sanitation at the end of the lab. These are things that are directly related to the objectives that students have also practiced enough through their time in the unit.
The last phase of the ADDIE model is E- Evaluation. Evaluations or as educators call them, assessments are the core of the program/training/course, etc. How do you know if your learners are actually learning anything if you do not assess them?
Arends (2009) defines authentic assessment as, “assessment procedures that have students demonstrate their abilities to perform particular tasks in real-life settings” (p. 535). Furthermore, Arends (2009) writes, “Educational reformers such as Rick Stiggins and Jeannie Oakes argue that ‘meaningful performances in real-world’ setings can more closely capture the richness of what students understand about how they can apply this knowledge than can testing for ‘bits and pieces’ with conventional assessment procedures” (p. 240).
I strongly believe that authentic assessments relate to instructional design because when designing programs, training sessions, courses, etcetera, the most successful ones are the ones that plan with real-world examples and outcomes in mind. For me personally when I think of professional development, as boring as it may be, I always reflect on the sesion and say, “Okay, Gianna. What is one thing that you took away from that?” Sometimes there really is nothing and other times it could be as simple as a different center I have to implement, or maybe I just need to incorporate a new teaching and learning strategy in my classroom. No matter what it is, it is something that I am applying to my real-world teaching/learning/living situation. When we teach our students to think in the same way, the positive implications are endless.
One example of an authentic assessment that fits into my final project is the summative assessment. My summative assessment is a chicken stir-fry lab where the students are required to demonstrate their skills of knife handling and knife cuts by creating the chicken-stiry fry dish. Although this assessment falls under the category of performance assessment, this is also considered an authentic assessment because the cutting of the vegetables and chicken, and cooking the dish are considered real-world skills that they need to know, i.e. if their carrots are too big and their celery is too small, there will be uneven cooking which will make for a not so tasty dish. This assessment is scored using a rubric.
Another example of an authentic assessment that I can utilize is a student portfolio that would be created as the training session went on and handed in at the end of the session. This student portfolio would consist of any work and assessments that were conducted throughout the training session, including pictures (you obviously need to show the vegetable cuts in some way). This is definitely an effective way for students to be able to show their growth throughout the session.
So that’s it folks. 4 weeks and 4 blog posts the ADDIE model is covered! Most recently, I was asked to develop and present PD to all of the Family and Consumer Sciences teachers in my district. I am excited but nervous but I know with the ADDIE model by my side, I will be okay! I also know I have these videos to help me when I’m confused and down….
Arends, R.I. (2009). Learning to teach (8th ed.). (M. Ryan, Ed.) New York, NY: McGraw-Hill.
Hodell, C. (2011). Ised from the ground up: a no- nonsense approach to instructional design. Chelsea, MI: Sheridan Books, Inc.