The Evaluation phase of the ADDIE Process is when the instructional designer takes a step back to look at the instruction and how the learners are reacting to it, if they are succeeding in meeting the learning goals, and identifying any problems learners may be experiencing. As mentioned in the Implementation post, it is a good idea to incorporate formative assessments into the instruction which will be implemented continuously throughout the length of the course. Typically, there is at least one formative assessment included in each module or section. Utilizing formative assessments as apart of the instructional assignments will allow instructional designers and teachers to assess the learners’ progress during each stage, or module, of the course.
Another type of evaluation is summative assessments which are generally placed at the end of the course. These types of assignments will give the instructional designer insight into what the learner has achieved throughout the entire course. Summative assessments can be any kind of activity or assignment that allows the instructional designer to evaluate the learner’s knowledge gained from the course. Some common summative assessments are tests, presentations, final essays, etc. The University of Greenwich identifies the goal of summative assessments as follows: “…to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark” (2022). This standard or benchmark will vary based on the specific situation and need for instruction. However, some common standards or benchmarks would be state standards for traditional classroom students, university department standards for specific degree programs, or business owner and management standards for employees in different departments receiving professional development training.
Though using formative and summative assessments to identify student’s progress and understanding is extremely important, it is also important for the instructional designer to go a step further and analyze how their instruction (and teaching if they are also teaching their courses) affect the learner’s ability to succeed and reach learning goals. The end goal of evaluation is to improve the instructional material and delivery as much as possible after each evaluation. After the learner’s progress has been examined, the instructional designer can work to find problem areas of instruction that may have contributed to student understanding.
Because of this reliance on learner feedback to identify problems of instruction, instructional designers should also be requesting students to complete surveys, interviews, focus groups, and other methods of evaluation that will provide designers with more direct and pinpointed feedback. During formative and summative assessments, the focus is typically on the student’s own learning without clearly emphasizing the importance of learners giving the designer and instructor feedback. Though this needed emphasis can be incorporated into assignments as well, it is also a good idea to provide opportunities for direct student feedback after the instruction has come to a full completion. This will give learners some time to reflect on their overall experience so that they can better communicate their thoughts and concerns.
Focus groups and other post-instruction group activities are especially beneficial to both learners and the designer because these discussions will give both parties a chance to communicate and collaborate. Learners will find support through their peers while designers will be given a first-hand look into how their learners reacted to the instruction. Learners will often have suggestions to either the designer or instructor that could lead to substantial improvements in future instructional design and training. Learners will also be able to share what they liked about the course or instruction which will help the designer and instructor to know what areas they are strong in and what learners react to best.
Take a look at this video from MIT OpenCourseWare on YouTube. This is a great example of how evaluation can be incorporated throughout a course and at the end of a course. The teachers in this video also describe how they sought feedback from all stakeholders involved: students, clients, and mentors.
Please also watch this video from BSACBUZZ in which two students are interviewed about why they think student evaluations are so important for student learning.
Reference
University of Greenwich. (2022). Formative vs Summative. https://www.gre.ac.uk/learning-teaching/assessment/assessment/design/formative-vs-summative
