Two main ideas that stand out from Chapter 5 are:
- Development focuses on outcomes. The end results are key to the development phase. How will you know (and show) that your learners have accomplished their objectives? How will you know (and show) that your facilitator/instructor has the materials needed to get the information across to the learners?
- Games can be potentially useful (or potentially boring). Two types of games are those that present new information and those that summarize (Pickurich, 2015, p. 222).
An assessment I plan to use is an assignment in which the students will use a provided budget template to create a budget for a sample scenario individual. The assignment will be scored with a grading rubric that breaks down how they applied the budget template categories in this made-up scenario and how their financial wellness suggestions were in line with the information presented earlier in the class. This type of assignment will be used to determine that the student has reached the learning objective of “applying” their knowledge in new “real-life” situations.
An evaluation example I plan to use is an instructor feedback observation form. Because of the high school setting, it may not be possible to have an outsider observe the class and evaluate, but I will create a survey that the instructor can complete shortly after the class each day, while the experience is fresh in their mind. This will help determine which materials were most successful in the learning objectives.
References:
George M. Piskurich. (2015). Rapid Instructional Design : Learning ID Fast and Right: Vol. Third edition. Wiley.
Lily Sloan 