9.+Field+Testing


 * __ Formative Assessment: __ **

To field test our workshop we would have science teachers working in our respective districts get together and would run our workshop as we have planned. The point of doing this would be to get our colleagues’ honest feedback. This would help us evaluate our instructional design package and make proper adjustments to improve the overall design. For the teachers time we would get the district’s approval give the teachers clock hours for their participation in the field testing of our instructional design package. The formative evaluation will be given after the first day of our workshop to evaluate the instructional events thus far and see what they still hope to get out of the workshop the following day. In addtion to these our Pre-assessment ([|Inquiry_Pre-assessment (Autosaved).docx]) will also be used as dictated in the instructional design to give us an idea of the learner's feeling of inquiry that we are working to improve. [|Formative Field Testing Survey] Summative Assessment: __** Our summative assessment for the field testing is geared to give us the best possible feedback that we can get to make our training effective. To do this we will use one-on-one interviews, a comparison between formative evaluations and post evaluations, as well as, a survey powered by surveymonkey.com that the students can access through the internet after out training is completed. We feel that by following these steps we can insure that our students achieve the objectives set. The one-on-one interviews will be conducted following the mock-training course. These interviews will be designed to allow the interviewee the opportunity to give feedback on ways that we could improve the quality of our training.
 * __
 * __One-on-one interviews:__**

Using the interview style we can see where the questioning leads us and possibly get some good feedback this way. Compare formative with post-training evaluations: __** This will be done using our evaluation tools that are powered by surveymonkey.com. The idea behind the comparison between formative and post-evaluations for example is:
 * 1) We will use questions like: If you were performing this training what might you have done differently?
 * 2) How well did we portray inquiry teaching and learning?
 * 3) Do you now feel more confident in your ability to teach using inquiry?
 * 4) If you are already experienced with inquiry, did we give any misleading or incorrect information?
 * __


 * 1) We can see if any change in attitude occurs during the course of the training,
 * 2) We can see if we cleared up any confusion, if more confusion occurred after day one or day two.
 * 3) We can see if they left feeling like they learned what we told them they would learn.

**__Post-training evaluation:__** Our post-training evaluation is designed to get the most feedback the easiest. So that we do not have to interview each and every volunteer of our mock-training we have created an evaluation that can be taken in a number of minutes and give us priceless feedback regarding some of the concerns already mentioned regarding the effectiveness of our training. To view some example questions from this evaluation [|CLICK HERE]. Our data will be collected, compiled, analyzed, and presented to the instructional designers, who can tweak the existing training or go back to the drawing board to get better results. In addition to the post training evaluation we will also give our [|Post-Training reflection.docx] as dictated in our instructional design, which has also been tailored to give us feedback for the training session. [|POST-TRAINING SURVEY]

After going through a test-run of our instructional design we would then use the data we collected to shape our course the way we want our students to perceive it. Our main focus would be on the objectives that are woven throughout our entire design. If we get results that our objectives are not being met than we will change the objectives to make them more realistic for one weekend, or tailor our activities and time allotment to reach them. We feel that by conducting a mock training we will be able to observe and fix most of the instructional material to meet our goal which is giving teachers the tools successfully implement inquiry in their classrooms.
 * __ Revision of Instructional Material __**