The formative evaluation plan was created in the Fall semester of 2020. It was my first complete evaluation plan as an educational technologist. The knowledge and skills were limited, but this assignment was all semester and grew into a formative evaluation plan. The artifact's purpose was to figure out the keys to successful coaching. This assignment represented the whole class, with each task included in the program. I was the sole instructional designer and developer on this project. Figuring out the topic and developing the assessments had.

The Formative evaluation plan reflects both the MRK model and the ADDIE model. The ADDIE model reflects the analysis section. After selecting the topic, the evaluation plan has keys to successful coaching. This problem was brought to me by athletes struggling with bad coaches. They focused on the target audience and created a lesson for coaches to get feedback and help them become better at coaching. The evaluation plan started with sending out a basic questionnaire to move forward with the assignment. The evaluation sector was reflected in the program. Review the results from the surveys, then develop the recommendations and actions of the next steps. "The main goal of the evaluation stage is to determine if the goals have been met and to establish what will be required moving forward to further the efficiency and success rate of the project." (Kurt, 2018) After reviewing the information from the pre-test and having the learner review all the data presented. Then the post-test is given to know exactly how much the Individual retained the valuable info.

The MRK model reflects the development of instruction. This intent of "putting all the parts together to produce instructional materials" (Morrison, Ross & Kemp, 2013) In the formative evaluation plan, the Procedural Task Analysis section lists the goals to successful coaching. They explained and gave examples of what it will take to accomplish that goal. Then transitions into the Instructional Strategy Plan, which is the creation of the instruction and the questions. The felt need is for the learner to be guided more in learning how to be a successful coach. Another reflection is in the Instructional Strategies section. "A well-designed instructional strategy prompts or motivates the learner to actively make... connections between what he or she already knows and the new information" (Morrison, Ross & Kemp, 2013). The athletes are providing feedback to the coaches on what is important to them—created questions to benefit and help them become better coaches overall.

The formative evaluation plan reflects AECT 5 standards and performance indicators. In the reflection of the assessing/evaluating section, "Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance." (Januszewski, 2008) After the needs assessment in the formative evaluation plan, the content is assessed and developed following the evaluation process. The next step is based on the performance of the questionnaire results. In this case, I created a goal analysis directed towards the feedback given. Another reflection was in the method section. It was reflected in the interviews and the surveys of the athletes. They were gaining information about their thought process of the keys to successful coaching.

During the completion of this project, it was my first time completing an all-semester assignment. Watching and seeing how the project developed in each different task and how each one fed off each one was terrific. However, it wasn't my best work in the program. On the other hand, it was one of my favorite. For example, some of the questions could've been changed to make the information better and more specific. Moving forward, I would look at this project and understand that it was one of my first, and I will make better content moving forward as an instructional designer.

References

Januszewski, A., Molenda, M., & Harris, P. (Eds.). (2008). Educational technology: A definition with commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kurt, S. (2018, December 16). Addie Model: Instructional design. Educational Technology. Retrieved February 10, 2022, from https://educationaltechnology.net/the-addie-model-instructional-design/

Morrison, G.R., Ross, S.M., Kalman, H.K.,& Kemp, J.E. (2013). Designing Effective Instruction,

Seventh Edition. Hoboken, NJ: Wiley.

The artifact I created was the eLearning Formative evaluation. I am in the process of finishing up the revisions in the EDET 793 class. I made the eLearning within google docs and Articulate 360. The knowledge and skills I brought to this artifact had to do a formative evaluation in a Previous class. Now doing it for a second time made it more accessible, and I could add a couple of additions to this design. The artifact's purpose was to educate the learners on instructional design models and more advanced eLearning skills. This was an ongoing project throughout multiple weeks of work and revisions. I was the instructional designer and the expert in creating this artifact. I received feedback from my group mates, but that was all.

The eLearning Formative Evaluation reflects both the MRK model and the ADDIE model. The ADDIE model reflects the design section. "Each element of the instructional design plan must be executed with attention to detail. Being a stickler for the details is crucial to the success of the design stage." (Kurt, 2018) As seen in the design section, Aligning the questions developed with the objectives was essential after educating the learner on the information, then presenting the quiz questions afterward.

The artifact reflected the MRK model section of designing the message. "The pattern of words and pictures we create to communicate with our learners" (Morrison, Ross, and Kemp, 2013). Adding in the eLearning module pictures and videos to educate the learners on the information presented was important. Another section that reflects the MRK model is the development of evaluation instruments. This was creating the quiz after giving the data to test the learner on the module.

The eLearning Formative Evaluation reflects AECT 5 standards and performance indicators. "Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance." (Januszewski,2008) This aligns with the goals of e-Learning, applying different instructional models to enhance the learning experience throughout the module. In the method section, I used Included matching and other interactive things to enhance learning.

What I learned when creating this artifact was the growth I've made throughout the master's program. The first formative evaluation I started was when I first entered the program, and now completing my 2nd one with all of these classes under my belt, I realized the growth I made as an instructional designer.

References

Januszewski, A., Molenda, M., & Harris, P. (Eds.). (2008). Educational technology: A definition with commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kurt, S. (2018, December 16). Addie Model: Instructional design. Educational Technology. Retrieved February 10, 2022, from https://educationaltechnology.net/the-addie-model-instructional-design/

Morrison, G.R., Ross, S.M., Kalman, H.K.,& Kemp, J.E. (2013). Designing Effective Instruction,

Seventh Edition. Hoboken, NJ: Wiley.