Evaluating instructional design

Once we've run our lesson, project, unit of study or course, it's time to evaluate and reflect on our instructional design. It's usually only at the end that we have the time and perspective to consider the successes and shortcomings of our instructional design thoughtfully but we can, if we’re able to, evaluate as things unfold.

To make sure we get the most out of our evaluation, we should be taking advantage of our empathy maps and the knowledge, skills, attitudes, and values grids that are the foundation of our instructional designs as these can provide a useful basis for evaluating our work.

Student evaluation and reflection

Having students complete their empathy map at the beginning of a course or curriculum can provide a great way to develop our understanding of student needs. However, it can also be used as a reflection tool for our students throughout the learning experience, and once everything has been completed.

By having students complete a second empathy map part way through or at the end of the course or curriculum, they can compare and contrast with their earlier empathy map and reflect on the changes in the way they think, feel, act, and speak. This can provide surprising, interesting, and valuable insights for reflection on their learning.

Evaluating our instructional designs

Evaluating our instructional designs means seeing if students have been able to progress from where they were when they began to where we wanted them to be. In essence, we want to determine if they have been able to gain or develop the knowledge, skills, attitudes, and values we intended for them to acquire.

There are lots of ways to evaluate instructional designs, and many of these approaches will be similar to those we might use to evaluate in-classroom and face-to-face teaching. Six of the most common and effective approaches are explored below.

1. Student interaction data, such as how often a student uses a tool or platform, who they interact with, and for how long they engage can all provide valuable insights into the success of our instructional designs.
2. Assessment for learning provides feedback to the instructor on how well the students are grasping the material. Using both formal and informal assessments, as well as summative and formative assessments can all help give a full picture of how students are progressing.
3. Student surveys and discussions are a great way to gain insight into students’ reception of the instructional design, as well as helping to identify any areas that may require further clarification or refinement. These can be done throughout the course as well as at the end and can help give both qualitative and quantitive feedback.
4. Peer observation can be a useful tool to gain insight into how students respond to the material. Having a peer or colleague virtually sit in on a lesson or activity with particular things to look out for or observe can provide valuable feedback for us on the impact of our designs.

✏️  Activity: Evaluating Your Instructional Design

Think back to a lesson, unit of study, or course you have recently designed and taught.

Reflect on the instructional design and the learning objectives you identified when designing that learning experience.

Make a list of 4 - 6 different ways you could evaluate your instructional design.

For each of these ways, identify some of the insights each method might provide into the effectiveness of the design.

 Reflection Questions

In what ways do you evaluate your instructional design and the impact it has had on your students?

Are there any ways you use that you think are particularly effective?

What would you like to ask students about their experience of your teaching if you could?