Project3

A. One to Ones

The designer would give the project to a subject-matter expert (SME), another third grade teacher. The designer is specifically looking for clarity (making special note of the actual language of the project), scope and sequence of the objectives, if the materials are appropriate for each objective, that the intended outcome meets the intended objectives, and if it appears that all teachers would be able to follow the project as it's been designed. This SME would be asked to comment on these areas and give suggestions using the following questionnaire:

Table 3.1

Based on responses received from the SME, the designer would determine revisions of the project.

B. Small Group Learners

Following the one-to-one evaluation and revisions, the designer would pilot the project with a small group of learners. The designer would follow these procedures:

1. **Choose small group**--since the project will be implemented with a class of students, the designer would pick a group representative of the class and work with just those students as a "pilot group". The designer would choose 8 students; 2 students who have been determined to be "above average" readers, 4 students who are "average" readers, and 2 students who are "below average" readers.

Among the eight students chosen, there must be at least one student who is familiar with web-based instruction (how to click on links and follow the directions independently) and one who is not as familiar with that kind of instruction (to see if using the online assessments in any way would impede the students' assessment). There should also be at least one student who participates in a Title 1 reading class (reading remediation with the building's Reading Specialist).

Finally, the designer would give each student a number to be used throughout the evaluation (to help maintain anonymity).


 * 2. Administer pre-test--**to assess the effectiveness of the project's instruction, the designer would administer a pre-test to the small group to determine what the student already knows about the elements of fiction before participating in any instruction (see table 3.2 below).

Table 3.2


 * 3. Procedures**--the designer would then administer all elements of the project as intended (see Project 2, Table 2.2).

It's important to note that, following instruction, students would complete the Story Map assessment (Project 1, Table 1.5) anonymously, using their assigned numbers. The designer would also have the students complete the questionnaire a second time (Project 3, Table 3.2) to determine what the students had learned through the pilot.

Based on the results of the Story Map and the questionnaire, the designer would make necessary revisions on the project.

C. Revisions to Instruction and Assessment Since this project was written during the summer term, the designer did not have the chance to administer one-to-ones or small group evaluations. Therefore, there is no data on which to report.

Again (as listed above), in the one-to-one evaluation, the designer is specifically looking for clarity (making special note of the actual language of the project), scope and sequence of the objectives, if the materials are appropriate for each objective, that the intended outcome meets the intended objectives, and if it appears that all teachers would be able to follow the project as it's been designed.

In the small group evaluation, the designer would compare the participants' pretest results with their posttest results to determine the effectiveness of the instruction. It would be the designer's expectation that all students would meet the rubric expectations outlined in Project 2 (Table 2.1).