The E in ADDIE is the evaluation phase. In the evaluation phase, Instructional Designers use assessments to determine if the goals of the training were met. If the goals were not met, then Instructional Designers can revise the training.

E-learning Goals

Overall, I want this e-learning to be an opportunity for my students to be able to efficiently factor polynomials using a variety of methods. Then I want my students to be able to use this skill with confidence when moving on to other units in Algebra 1, where factoring it is a prerequisite.

Kirkpatrick Levels

To determine if my course is effective, I am going to look at a variety of assessment data from the course and from in class assessments. I will also allow students to give feedback through post module and post course surveys.

I will use assessments and surveys built on Google Forms and Mastery Connect to test these variables. I will also use data from assessments given through the district, such as Benchmark.

First, I will allow students to give feedback on surveys at the end of each module and at the end of the course. The survey will allow students to give their opinion on the course. The students who took the course will also have formative assessments at the end of each module and a summative assessment at the end of the course. These assessments will be part of the data to examine if my course is effective.

However, since this course is optional, I will continue to monitor my students throughout the remainder of the year to see how my students who took the course are doing compared to their peers on remaining in class assessments. Since factoring polynomials is a skill that is built upon in later units, I will give in class assessments on solving quadratics (and other units) and monitor how my students who took the review course do in comparison to my students who did not complete the review course. Also, my students will take district assessments, such as benchmark, and I will monitor their progress on the polynomial standards for those assessments as well. I can use these assessments to see if the course continues to show its effectiveness even after it has been completed.

The subjective opinions will show on the survey data that the students fill out on the post module and post course surveys. The objective data I will see throughout the assessments.

Since the assessments continue throughout the school year and I monitor my students through all the assessments, I will wait to do any large course redesign until the end of the school year. However, if I notice a large issue with a single assessment question or there is an error in a course module, then I can fix that immediately.

Assessment Techniques and Tools

The two assessment tools that I plan on using for my course are Google Forms and Mastery Connect. Both of these assessment tools are widely used throughout my district, and the students are familiar with their format, which is a major benefit when using any virtual tool with students.

Google Forms has an array of settings for creating assessment questions that makes it easy for me to create a question that aligns with my learning objective and at an appropriate depth of knowledge. These settings also allow for file uploads where I can ask students to upload pictures of work to assess for procedural knowledge. Also, Google Forms creates easy to read data reports based on students’ answers so I can analyze student data and make instructional decisions.

Mastery Connect is a tool that has been mandated by my school district in the past, but I have continued to use it by choice because it is standards based and integrates well with Canvas. It has a vast question bank which allows me to create assessments based on questions that are used on a variety of state practice assessments. Mastery Connect also creates easy to read data reports.

Questionnaire

• On a scale of 1 to 5, how much do you agree with the following statements:
  • I can factor polynomials by finding the greatest common factor of the terms with ease.
  • I can factor a trinomial when the leading coefficient is 1 with ease.
  • I can factor a trinomial when the leading coefficient is not 1 with ease.
  • I can factor special cases of polynomials such as perfect square trinomials and a difference of two squares with ease.
  • This course helped me a great deal with the above statements
  • I enjoyed this course