Improving and Assessing Instructional Effectiveness
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Transcript of Improving and Assessing Instructional Effectiveness
Improving and Assessing Instructional Effectiveness
Theodore FrickDepartment of Instructional Systems Technology
School of EducationIndiana University Bloomington
Invited Lecture to IUB Medical Sciences FacultyOctober 14, 2002
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 2
Overview
Confounding of instructional effectiveness by other factors
Types of knowledge about educationType 2, 3 and 4 examplesRecommendations
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 3
The Logic of Effectiveness
Before instruction After instruction Conclusion
1. Student nonmastery Student mastery Instruction appears to be effective enough, but …
2. Student nonmastery Student nonmastery Instruction apparently was not effective enough
3. Student mastery Student mastery Can't tell if instruction is effective, since student had achieved the goal before instruction began
4. Student mastery Student nonmastery ??? Something wrong with the content - factual errors, incorrect procedures, bad models ??? Bad luck ???
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 4
Confounding Factors
1. Learning occurs without intentional instruction.
2. Learning occurs despite poor instruction.
3. We’re not the only teachers a student has.
4. Results of instruction may occur LONG afterwards.
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 5
Conflation of Research Methods and Outcomes
In addition to the confounding problem in determining effectiveness of instruction, there has been a lot of debate in education about inquiry methods – e.g., quantitative vs. qualitative.
Continuing problem of bridging research and practice in education
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 6
Consider this Debate
Imagine for a moment three carpenters arguing about which tool is best.
Quanta: "Hammers and nails are clearly superior." Qualia: "I disagree. Screwdrivers and screws are
much more effective." Performa: "You're both wrong. Saws are best for
cutting wood." Quanta: "Who said anything about cutting wood? I
thought we were talking about fastening wood together."
Qualia: "Right. Who needs saws?" Performa: "I do. I need to cut this board in half."
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 7
Premise
The kind of knowledge about education that we create through disciplined inquiry determines what research methods are appropriate and useful.
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 8
Types of Educology: Knowledge about Education
Methodology of Theory Building (Elizabeth Steiner, 1988) (link)
Non-axiological knowledge – what isAxiological knowledge – pertaining to values:
Instrumental value: good for – what is effective Intrinsic value: good in itself – what is worthwhile
The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles (Lee Cronbach, et al., 1972)
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 9
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
See Frick: R690 Syllabus for further details
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 10
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Example: Type 1 Knowledge Claim
‘Elizabeth Steiner is an educational philosopher.’
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 11
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Example: Type 2 Knowledge Claim ‘Students who spend more time engaged successfully in arithmetic and reading tasks score more highly on achievement tests in those content areas.’ (Fisher, et al., 1976)
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 12
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Example: Type 3 Knowledge Claim ‘The DISTAR program for teaching arithmetic and reading to elementary students works.’
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 13
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6Example: Type 4 Knowledge Claim ‘Instruction is most effective when it is problem-based, activates prior learner knowledge, demonstrates what is to be learned, provides opportunities for guided practice, and encourages integration with everyday life.’ (Merrill, 2001)
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 14
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Example: Type 5 Knowledge Claim
‘The corporal punishment policy in Houston schools is a bad policy.’
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 15
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Example: Type 6 Knowledge Claim
‘Teachers and students should respect each other.’
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 16
Do not confuse ends and means
The kind of knowledge about education that we create through disciplined inquiry determines what research methods are appropriate and useful. Outcome of research is knowledge. Inquiry methods are a means to that end. Criteria for evaluating adequacy of research
methodology are NOT the same for each knowledge type – e.g.,
criteria for statistical inference to a broad population do not apply to Types 1, 3, and 5;
effectiveness not of concern in Types 1, 2, 5, and 6, but main concern in 3 and 4.
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 17
For today…
Focus on a few examples of Types 2, 3 and 4 knowledge of educationType 2: Academic learning time researchType 3 outcomes: Program/product
evaluation – Kirkpatrick’s 4 levels (1959)Type 4 process: Effective Web Instruction –
Frick & Boling (2002)Type 4: Principles of 5-Star Instruction –
David Merrill (2001)
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 18
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Type 2 Example: Relationship of academic learning time and student achievement
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 19
Type 2: Academic Learning Time
Allocated Time
Engaged Time
Task Success
ALT is positively correlated with academic achievement in the same content areas (Fisher, et al., 1976; Rieth & Frick, 1983; Berliner; 1985).
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 20
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Type 3: Evaluation of a particular instructional program or product
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 21
Type 3: Program/Product Evaluation – Kirkpatrick’s Levels
Techniques for Evaluating Training Programs -- Donald Kirkpatrick (1959)
1. Reaction (satisfaction)
2. Learning (achievement)
3. Behavior (transfer to real context)
4. Results (impact on organization/context)
More on Kirkpatrick’s levels from Encyclopedia of Educational Technology
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 22
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Type 4 Example: how to create effective instructional products – design theory
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 23
Type 4: Effective Web Instruction: An Inquiry-Based Process – Frick & Boling
More
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 24
Type 4: First Principles of Instruction – David Merrill
Problem
Activation
DemonstrationApplication
Integration
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 25
Type 4: First Principles of Instruction (cont’d)
“Learning is facilitated when:1. Learners are engaged in solving real-world
problems.
2. Existing knowledge is activated as a foundation for new knowledge.
3. New knowledge is demonstrated to the learner.
4. New knowledge is applied by the learner.
5. New knowledge is integrated into the learner’s world.” (Merrill, 2001, p. 2)
Does your instruction rate 5 stars? A rating scale
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 26
Six Types of Knowledge (Frick)
Purpose of Inquiry
Scope of KnowledgeUnique Generalizable
What is? 1 2
What is effective? 3 4
What is worthwhile? 5 6
Type 3: Indiana University physician education program
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 27
Recommendations
In physician education, focus on Type 3 knowledge:Apply Merrill’s 5 principles as criteria for
design. See video (requires RealPlayer).
Use Kirkpatrick’s 4 levels of evaluation for your programs at IU.
October 14, 2002Improving and Assessing Instructional
Effectiveness -- Ted Frick 28
Questions?
This presentation is available at:
http://www.indiana.edu/~tedfrick/improveinstruction.ppt
Contact: [email protected]