Evaluation Of Instructional Materials Research Articles

The Use of Artificial Intelligence to Promote Autonomous Pronunciation Learning: Segmental and Suprasegmental Features Perspective

The study aimed at investigating the effects of autonomous pronunciation learning using AI as well as the experiences of autonomous pronunciation learning using AI by higher level students. Explanatory sequential mixed-method research using both quantitative and qualitative methods was employed within thirty-two students from Universitas PGRI Semarang's first-year students serving as the sample. Assessments, interviews, and an evaluation of instructional materials were used as the instruments. Through pre- and post-testing, quantitative analysis was used to evaluate the students’ pronunciation proficiency. Quantitative data analysis was done using SPSS. However, a qualitative analysis was used to review the interview. To bolster the findings of the tests, it was descriptively examined. After the treatments using an AI based application named ELSA, there was a significant correlation between the use of AI and autonomous pronunciation learning. However, ELSA has certain shortcomings. It appears to be primarily concerned with segmental than suprasegmental features. Only intonation is available from among all the features offered to practice suprasegmental features. While students found it difficult to emphasize words, there is no other practice for suprasegmental qualities. In reality, the ELSA website states that its curriculum covers core English skills such as word stress, intonation, rhythm, listening, and conversation. As a result, the ELSA creator may take this criticism into consideration as they continue to improve their product. It implies that the creator is responsive to the concerns or suggestions of their customers or users, which can contribute to the ongoing development and success of the product.

Evaluation of proposed General Chemistry learning modules by experts and teachers

This research endeavored to assess developed and validated a proposed learning module in General Chemistry during the Second Semester, Academic Year 2021-2022 in public secondary schools in Bulacan, Philippines. Teachers play an essential role in validating and evaluation of instructional materials. As facilitators of learning, they must ensure that instructional materials serve their purpose of upholding an effective teaching and learning process. The study aimed to evaluate the proposed Grade 12 General Chemistry learning modules as perceived by Chemistry Experts and Science Teachers in the 12 public secondary schools offering STEM strand in the Division of Bulacan, Philippines. The modules are evaluated based on :(1) content, (2) format, (3) presentation and organization, (4) learning activities, (5) evaluation activities and (6) accuracy and up-to-datedness of information. The demographic profile of 11 Chemistry experts showed that the majority are female, BSED graduates in Physical Science with a doctoral degree in Development Education and 1-12 years teaching General Chemistry subject. Grade 12 Chemistry teachers are mostly females who have bachelor’s degree in Physical Sciences, with master’s units and 1-5 years of teaching Grade 12 General Chemistry in the K to 12 Curriculum. Chemistry experts and science teachers assessed the five modules using descriptive survey method employing quantitative analysis. They both evaluated the proposed learning modules satisfactory in the six dimensions. They did, however, make several suggestions for improving the proposed learning module.

An Important Component in Successful Inclusion Practices: Instructional Adaptations

The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are classified and described under the specific headings. Research findings are classified under the headings of adaptations of course content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations are also discussed.

Formative Evaluation of Instructional Materials: An Overview of Approaches

Formative Evaluation of Instructional Materials: An Overview of Approaches

Avaliação formativa em Psicologia: instrumento para análise de material instrucional

Livros de texto para o ensino superior muito raramente são objeto de avaliação formativa. Este estudo teve como objetivo desenvolver e validar para o contexto brasileiro um instrumento para a captação de dados de avaliação formativa, visto que no Brasil ainda são escassas as tentativas de aplicação de avaliações dessa natureza. Contou-se com a participação de duas turmas de estudantes da graduação do curso de Psicologia e duas do curso de Administração de uma universidade pública federal. Após ser submetido a uma análise fatorial exploratória, o instrumento apresentou indicadores psicométricos que apontaram evidências de validade de construto, sendo útil para a avaliação de materiais instrucionais. Espera-se que este estudo possa contribuir para o fortalecimento do processo de avaliação formativa de materiais didáticos no contexto brasileiro.

Studying Artifacts of Visitor Learning

Evaluation of instructional materials, environments, and programs is an undertaking that is difficult to design and initiate due to its complexities. This paper seeks to offer guidance by presenting techniques that are gaining recognition within qualitative research. This is an area of study that characterizes learning by examining the products that learners create in response to instruction. These products are often referred to as “student work.” By using protocols that facilitate a study of student work, museums can learn much about their own attempts to meet their educational missions, in addition to getting to know their audiences better. This paper offers a brief overview of published resources for examining student work along with ideas for implementing them in museum settings, and outlines the procedures for using two specific protocols.

A New Resource for Effective Consumer Product Instructions: Manufacturer's Guide to Developing Consumer Product Instructions

This paper describes a new resource for developing and evaluating consumer product instructions. The U.S. Consumer Product Safety Commission (CPSC) staff, when conducting product safety assessments, often finds that the instructions provided with a product are deficient and result in consumers misassembling or misusing the product. Therefore, CPSC staff recently released the Manufacturer's Guide to Developing Consumer Product Instructions. This Guide is unique in providing a relatively comprehensive, yet compact, set of principles specifically addressing the development and evaluation of instructional material for consumer products. It has a strong human factors orientation. The approach to developing the document was based upon the behavioral sequence that must be accomplished if the final outcome is to be a change in product user behavior. The content, structure, and perspective of the Guide make it useful for human factors professionals in product design, safety research, and forensics, as well as for developers of instructions and safety materials.

An Era of Educational Accountability in California

reform from rules and processes to student achievement and accountability. In this high-tech, high-information century, educators face the daunting challenge of ensuring that all students demonstrate higher levels of learning than ever before. Given the size and scope of education in California, with 8,000 public schools of vast geographic and demographic differences, creating an accountability system that positively affects the quality of education is a formidable charge. The California educational reforms of the 1980s and early 1990s reflected a broad scope of efforts related to rigorous curriculum, performance assessments, restructuring, charter schools, and increased professional development opportunities. How those individual priorities and reforms affected student learning in a coherent and systemic way was not clear and led to spirited discussions among parents, policymakers, educators, business leaders, and community members about most effective practices. Along with those discussions, the poor scores of California students on the 1992 and 1994 National Assessment of Educational Progress galvanized legislators to enact a multifaceted set of reforms that focused with laserlike intensity on evidence of improved student performance. By 1998, major reforms in California included class size reduction in grades K-3, development of state academic standards, and adoption of new instructional materials and increased funding for districts to purchase them. Central to the effort to improve student achievement in California are the State Board of Education's K-12 core academic content standards in four curriculum areas: English-language arts, mathematics, history-social science, and science. The K-12 content standards identify what students need to know and do at each grade level in each of the four subjects and are the basis for the standards-aligned tests that are currently being developed for California's student assessment system. The accompanying discipline-based subject matter frameworks elaborate and clarify the standards, providing a blueprint for organizing instruction so that every student can achieve high levels of mastery. The frameworks specify guidelines for the development and evaluation of instructional materials and provide recommendations for the design of curricula, instructional delivery, and professional development plans. By the end of 1998, this comprehensive first step toward accountability defined the rigorous of knowledge and skills that students need to learn at each grade level to meet or exceed standards. Even with the range of these reforms, there was no statewide system of accountability in place for holding schools and districts accountable for how well or poorly their students did, nor were there agreed-on definitions of student success. In 1998, Governor Gray Davis ran and was elected on a platform centered on educational improvement. Education became the governor's (and really everybody's) first, second, and third priority, and the booming California economy provided substantial new resources for education. The governor immediately called on the legislature to enact reforms, launching an era of higher expectations for California schools. New legislation outlined accountability for

A Continuous Community Pharmacy Practice Experience: Design and Evaluation of Instructional Materials

A Continuous Community Pharmacy Practice Experience: Design and Evaluation of Instructional Materials

Confirmative evaluation of instructional materials and learners

Confirmative evaluation of instructional materials and learners

Instructional design: Principles and applications edited By Leslie J. Briggs, Kent L. Gustafson, and Murray H. Tillman

Performance + InstructionVolume 32, Issue 3 p. 44-45 Book Review Instructional design: Principles and applications edited By Leslie J. Briggs, Kent L. Gustafson, and Murray H. Tillman James D. Russell, James D. Russell Jim Russell is Professor of Instructional Research and Development at Purdue University. He is a 25-year member of NSPI and a frequent presenter at conferences. His publications include numerous articles on the design, development, delivery, and evaluation of instructional materials. Jim is co-author of an NSPI-award winning text, Instructional Media and the New Technologies of Instruction.Search for more papers by this author James D. Russell, James D. Russell Jim Russell is Professor of Instructional Research and Development at Purdue University. He is a 25-year member of NSPI and a frequent presenter at conferences. His publications include numerous articles on the design, development, delivery, and evaluation of instructional materials. Jim is co-author of an NSPI-award winning text, Instructional Media and the New Technologies of Instruction.Search for more papers by this author First published: March 1993 https://doi.org/10.1002/pfi.4170320312Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume32, Issue3March 1993Pages 44-45 RelatedInformation

A Model for Development and Evaluation of Special Instructional Materials

Along with diagnosticians who select materials and teachers who use them, the developers of instructional materials share responsibility for their quality. The development and evaluation of instructional materials for use with handicapped learners is a matter of particular concern now that classroom teachers without special training are responsible for increasing amounts of these children's educational programs. This article presents a review of existing models for the systematic creation and testing of instructional materials. Four such models are described and synthesized into a logic diagram, which is suggested as a guide to systematize the process of developing materials for use with exceptional students. A set of materials designed to assist young disabled learners in acquiring beginning word attack skills is used to illustrate the steps in the development/evaluation process. The six steps suggested in this model are: statement of the problem, formulation of a rationale, development of specifications, development of prototype child-use and teacher training materials, evaluation of materials, and dissemination of the product Feedback loops are included in each step. The importance of using a systematic approach to the development and evaluation of materials for handicapped learners is stressed.

Guidelines for the Evaluation of Instructional Materials for Sexism and Racism

The evaluation of instructional materials for the detection of sexism and racism has become one of the imperatives of today’s education. Many instructional materials in current use do not yet meet the essential needs of the minority and/or female student nor have they kept pace with a changing society. This essay provides guidelines and checklists for the evaluation of sexism and racism, as well as strategies for increasing awareness in the teaching-learning process to help counteract these biases. It is particularly appropriate that those in bilingual education programs be sensitive to these issues.

Evaluation of instructional materials for teaching psychomotor skills.

An investigation was conducted to determine the effectiveness of self-instructional materials for a cavity preparation procedure using two types of dental auxiliaries under assisted and unassisted instructional conditions. Results showed significant pretest to posttest performance gains, with the instruction proving equally effective across both types of auxiliaries and instructional conditions.

Evaluation of Instructional Materials and Prediction of Student Success in a Self-Instructional Section of an Educational Measurement Course

Instructional materials were developed which enabled students to take an educational measurement course by self-instruction. Students in the self-instructional section achieved as well as did students in lecture-discus sion sections on the unit examinations. Most of the students reported completing most or all of the self-instruc tional exercises. Most of the students reportedly were very satisfied with the self-instructional experience and with the self-instructional materials. Factors found to be most predictive of performance in the self-instructional section included verbal aptitude, grade point average, proportion of homework exercises completed, major, and grades in prior statistics and measurement courses.

Prediction of Performance by Evaluation of Instructional Materials

Prediction of Performance by Evaluation of Instructional Materials

Evaluation of Instructional Materials and Programs: Applications of a Systems Approach

Evaluation of Instructional Materials and Programs: Applications of a Systems Approach

Teacher Evaluation of Instructional Materials

Teacher Evaluation of Instructional Materials