5 Evaluation Plan
The “E” in ADDIE stands for Evaluation.
This includes both formative and summative evaluation. Formative evaluation takes place throughout the design process to identify areas for improvement in real time. Summative evaluation occurs after implementation to assess whether the instructional goals were achieved. Together, these steps ensure the instruction is effective, aligned with learning objectives, and responsive to learners’ needs.
Top E-Learning Goals
This e-learning experience is designed to create an engaging, measurable, and instructionally sound journey into the Scientific Revolution. The goals below reflect the most essential outcomes for the platform itself—not just the learners.
Engage Learners Through Immersive Design
Use interactive storytelling, multimedia, and gamified elements to capture interest and sustain engagement throughout the learning journey.
Track and Measure Learner Progress
Collect and analyze data on module completion, quiz performance, interaction patterns, and time spent to evaluate learner engagement and identify potential drop-off points.
Assess Content Effectiveness
Determine whether learners are understanding key concepts by analyzing assessment results, reflection responses, and user behavior within the platform.
Provide Real-Time, Formative Feedback
Enable the platform to respond dynamically to learner input, offering helpful hints, clarifications, or extensions to support deeper understanding.
Gather Feedback for Iteration and Improvement
Use embedded surveys and learner reflections to collect actionable feedback that informs continuous refinement of the content and user experience.
Kirkpatrick’s Levels
Level 1: Reaction
Students generally respond positively to the immersive and inquiry-based nature of the Revolutionary Minds Society unit. They find the course engaging and relevant, especially appreciating the interactive elements like timelines, flip cards, and authentic sources such as Sidereus Nuncius. Learners enjoy taking on the role of apprentice scholars, which motivates participation and creates a strong connection to the material.
Level 2: Learning
The course effectively builds students’ knowledge of the Scientific Revolution, helping them grasp key concepts and the impact of ideas and innovations on society. Learners develop critical skills in analyzing sources for credibility and constructing evidence-based arguments. They demonstrate increased understanding of historical figures and technological advances, completing scaffolded tasks that reinforce their mastery of the content.
Level 3: Behavior
Students begin to apply critical thinking, inquiry, and argumentation skills beyond the unit, showing greater confidence in discussions and collaborative projects. They transfer these skills to other academic work, such as writing assignments and presentations, and exhibit heightened curiosity about history and science topics. The course encourages respectful debate and teamwork, positively influencing their overall classroom behavior.
Level 4: Results
The unit leads to measurable improvements in student performance on history assessments and fosters a classroom culture that values curiosity and evidence-based reasoning. Increased student engagement and enthusiasm may contribute to higher retention in social studies and positive feedback from families and school leaders. Ultimately, the course supports long-term development of critical thinking and research skills valuable across academic and life contexts.
Assessment Techniques
Grading:
Formal grading will be used in this course and will follow a 4-point proficiency scale:
● Exceeds Standards (4)
● Meets Standards (3)
● Approaching Standards (2)
● Below Standard (1)
Grades will be calculated using a weighted system, with summative assessments carrying more weight than formative assessments. This structure emphasizes mastery of essential content and skills while still supporting student growth throughout the learning process.
Formative Assessments
The unit will include a variety of formative assessments designed to support student engagement and understanding. These include entry and exit tickets through reflection prompts and group discussions, interactive activities such as matching exercises, timelines, flip cards, and simulations, as well as creative projects like writing a news article defining the Scientific Revolution.
Summative Assessment
Formative Assessments are preparing students for a summative project, such as a poster, podcast, or essay, presenting an evidence-based argument on how science caused a revolution. Formal grading will be used and based on a 4-point proficiency scale: Exceeds Standards (4), Meets Standards (3), Approaching Standards (2), and Below Standard (1).
Validity and Reliability
All assessments are designed to ensure:
● Validity: Each assessment aligns directly with clearly defined learning objectives and targets critical historical thinking skills (e.g., source analysis, evidence-based argumentation)
● Reliability: Rubrics are standardized and applied across all evaluative tasks. Anchor responses and scoring calibration support consistent application by instructors.
Types of Knowledge Assessed: Students will be assessed on both:
● Declarative knowledge, including facts, historical context, and key figures of the Scientific Revolution
● Procedural knowledge, such as interpreting sources, reasoning with evidence, and constructing arguments
This dual focus ensures students can both understand content and apply it through historical thinking skills.
Data Type Collected:
The course gathers both qualitative and quantitative data:
● Qualitative data includes writing samples, creative projects, and reflections that reveal depth of understanding and reasoning
● Quantitative data includes rubric scores and results from interactive knowledge checks, helping track performance across multiple tasks
Combining both types of data gives a more complete picture of each student’s progress and mastery.
Role of the Online Instructor / Feedback:
The instructor will act as a coach, guide, and evaluator, offering formative feedback and final assessments. Feedback will be tailored to each student’s work, referencing the 4-point rubric to help learners recognize strengths and areas for improvement. Through regular check-ins and rubric-based reflections, the instructor will support students in developing deeper insights into their progress.
If implemented asynchronously without a live instructor, students will receive feedback through:
● Auto-scored interactive checks with explanations
● Rubrics and self-assessment tools
● Example responses that support independent reflection and revision
These systems ensure that all learners receive meaningful and timely feedback, regardless of the learning format.
Assessment Tools
This fully online course integrates digital tools like Padlet for entry tickets, matching activities, a simulation of Galileo’s trial, and reflection prompts to support student engagement and reinforce content knowledge. These formative assessments prepare students for a summative project such as a poster, podcast, or essay presenting an evidence-based argument on how science caused a revolution. For this practicum, I will submit one lesson focused on the impact of the Scientific Revolution featuring these interactive assessments:
Examples:
1. Articulate Rise 360
Use: Interactive modules featuring formative assessments such as simulations and matching activities
Why It’s a Good Fit: Rise 360 offers intuitive, visually engaging, and fully online learning experiences that allow students to explore content independently. Interactive elements provide immediate feedback and promote deeper engagement with historical concepts and evidence.
Examples of Assessments in Rise 360:
● Matching Activity – Thinkers & Ideas: Students match key figures (e.g., Descartes, Newton, Galileo) with their major ideas, particularly focusing on how they challenged or aligned with religious worldviews.
Example Prompt: “Match each thinker to their core idea about science and its relationship to religion.
● Simulation – Galileo’s Trial: Students step into a role-playing activity simulating the trial of Galileo. They review documents, choose arguments to present, and receive feedback on their reasoning.
Example Interaction: “You are Galileo. Choose the best defense for your support of the heliocentric model in response to the Church’s accusations.”
2. Padlet
Use: Entry and Exit tickets through asynchronous discussion and reflection.
Why It’s a Good Fit: Padlet offers an accessible way for students to activate prior knowledge and connect previous lessons on scientific discoveries and innovations to broader themes. This helps prepare students to think critically about the impact of the Scientific Revolution on society and belief systems.
Example Entry Ticket:
● Discussion Prompt: Building on what you’ve learned about scientific discoveries and innovations during the Scientific Revolution, how do you think these advances influenced people’s religious beliefs and their understanding of the world?
Example Exit Ticket:
● Using information from the lesson and the Galileo trial, decide if the Scientific Revolution had a mostly positive or negative impact on religious beliefs and practices.
Url for Lesson https://rise.articulate.com/share/0YHHwZ2t3BQsARzJiwI4TZMmhbky-_dk
Evaluation Plan
Variables to Examine (Evaluation Levels 3 and 4)
● Learner Performance on Rise Assessments: Scores and completion rates on built-in quizzes, knowledge checks, and interactive activities embedded throughout the course.
● Course Completion and Progress Data: Percentage of learners completing the entire Rise course or specific modules.
● Learner Engagement Metrics: Time spent on lessons, interaction with multimedia content, and click-through behavior (Rise tracks this internally).
● Qualitative Feedback from Discussions or Reflection Activities: If you embed reflective prompts or discussion forums (via LMS), analyze student responses.
● Pre- and Post-Course Assessments: Using Rise’s quiz blocks or external tools linked in the course to measure learning gains.
● Learner Satisfaction and Feedback: Responses to embedded Rise surveys/polls or linked external surveys (e.g., Google Forms).
Tools to Test These Variables
● Articulate Rise Analytics and LMS Reports: Use Rise’s built-in quiz scoring plus LMS reporting (SCORM or xAPI tracking) to get detailed learner progress, completion, and assessment data.
● Embedded Surveys: Rise allows integration of surveys or embedding external survey links (Google Forms, SurveyMonkey) for gathering learner feedback.
● Pre/Post Assessments: Created as Rise quiz blocks or linked external assessments before and after the course.
● Instructor Notes/Logs: Record observations from discussion forums or learner questions via LMS.
How and When to Collect Information
● Performance Data & Progress: Automatically collected in real-time via Rise and LMS reporting during the course.
● Enrollment & Completion: Monitored via LMS at course launch, midpoint, and end.
● Mid-Course and End-of-Course Surveys: Embedded or linked surveys collected at halfway and at course completion.
● Pre/Post Assessments: Administered at the beginning and end of the course, tracked through Rise or LMS.
● Qualitative Feedback: Collected continuously through reflection prompts or LMS
How and When Data Will Be Used
● During the Course: Use mid-course feedback and analytics to adjust content pacing, clarify instructions, or add supplemental materials.
● After Course Completion: Analyze comprehensive data to redesign or enhance course modules, improve quizzes or interactive elements, and optimize learner engagement strategies.
● Ongoing Monitoring: Track data across multiple cohorts to assess trends and course effectiveness over time, informing future updates and scalability.
Questionnaire
Part 1: Pre-Lesson Questionnaire
Please complete before the lesson begins.
1. Have you ever heard of the “Scientific Revolution”?
⬜ Yes
⬜ No
⬜ Not sure
2. What do you think the term Scientific Revolution means?
3. Can you name any people, inventions, or ideas that you think are connected to the Scientific Revolution?
4. How important do you think science was in shaping history?
⬜ Very important
⬜ Somewhat important
⬜ Not that important
⬜ I’m not sure
5. Which of the following do you think are results of scientific discoveries? (Check all that you believe are true)
⬜ New ways of thinking about the universe
⬜ Better medicine and healthcare
⬜ People questioning old ideas and authorities
⬜ Faster transportation
⬜ The invention of the internet
6. What questions do you have about how science and ideas changed the world in the past?
7. Is there anything you’re hoping to learn in this lesson?
8. On a scale of 1 to 5, how interested are you in learning about science in history?
⬜ 1 (Not at all)
⬜ 2
⬜ 3
⬜ 4
⬜ 5 (Super interested)
Part 2: Post-Lesson Feedback Questionnaire
Please complete after the lesson is over.
1. What was the main idea or takeaway from this lesson?
2. How would you rate your overall experience with this lesson?
⬜ Excellent
⬜ Good
⬜ Okay
⬜ Poor
3. How interesting did you find the topic?
⬜ Super interesting
⬜ Pretty interesting
⬜ Kind of boring
⬜ Really boring
4. Did the lesson keep your attention?
⬜ The whole time
⬜ Most of the time
⬜ Just a little
⬜ Not really
5. How clear were the instructions and activities in this lesson?
⬜ Very clear
⬜ Mostly clear
⬜ A bit confusing
⬜ Very confusing
6. What part of the lesson helped you learn the most? (Check all that apply)
⬜ Class discussion or group work
⬜ Primary source readings
⬜ Interactive activities or games
⬜ Notes or presentations
⬜ Something else: _________________________
7. What’s one new thing you learned from this lesson?
8. Can you explain why the Scientific Revolution was important in history?
9. Did this lesson help you think about science or history in a new way?
⬜ Yes
⬜ A little
⬜ Not really
If yes, how?
10. What was your favorite part of the lesson, and why?
11. What would you change, improve, add, or remove from the lesson to make it better?
12. Is there anything you’re still curious or confused about?
13. Would you recommend this lesson to other students? Why or why not?