2. Summary
Revising instructional materials is a vital step
in the instruction process as it helps yield
materials that are effective and useful for the
demographic of students it will reach. For this
reason, the revision process must be precise,
methodical, and carefully considered so that
it will be most useful for teachers and
students.
3. Objectives
How to identify weaknesses in instructional
materials
How to identify weaknesses in instructor-led
materials
Identify problems in instructional materials
How to suggest revisions for problematic
materials
4. Instructional Materials
What are they?
A medium for delivering content
Aids in transferring information
They can include books, maps, media, audio
5. Revising Instructional
Materials
Who revises instructional materials?
Designers trained to evaluate the materials
and suggest revisions.
There are specific steps they must follow as
well as certain data they must collect to aid in
revising instructional materials.
Teachers may also revise instructional
materials.
6. Revising Instructional
Materials
Information needed to begin revising
instructional materials:
Results from formative evaluations of materials
from content experts and learners from
assessments such as one-to-one, small group,
and field-trial evaluations.
Results from context evaluations
Results from select in-use instructional materials
Information about learner achievement and
attitudes
7. Revising Instructional
Materials
Steps to begin revising instructional material
follow:
Plan-
Method for examining data
Summarize-
Data from experts
Data from one-to-one evaluations
Small group evaluations
Analyze-
Data from field trial evaluations
Data from performance context evaluations
8. How Data Helps in Revising
Instructional Materials
One-to-one formative evaluation
Focuses on how the instruction is received
Are the instructions clearly written?
Are the instructions free of errors?
Did the students have any/a few/many questions?
Sits with one learner to evaluate
Only select students participate
Will also focus on how the learner is affected
Did the learner grasp the objective?
If at all, how little/much assistance did learner need?
9. One-to-one Evaluation Data
in Revising Instructional
Materials
The evaluator will collect notes and observe
the student in a performance capacity
The information obtained from the one-to-
one evaluation will help the designer
determine if the instructional materials are an
effective component of the curriculum.
The information obtained will also be useful
information for the teacher.
10. One-to-one Evaluation in
Revising Instructional
Materials
What revisions to be made will be determined
after the one-to-one evaluations are
completed and notes gathered.
Revisions from a designer standpoint may
include changing the use of particular words
or situations.
More diversity may need to be added.
How questions and statements are worded
and sequenced may need revision.
11. One-to-one Evaluation in
Revising Instructional
Materials
What revisions to be made will be determined
after the one-to-one evaluations are completed
and notes gathered.
Revisions from an instructor’s standpoint may
include teaching certain information differently
to better prepare students for the information on
the materials.
Giving clearer instructions.
Providing students with more practice time.
12. Small Group and Field Trial
Evaluations in Revising
Instructional Materials
Small group evaluations is an extension of one-to-
one evaluations in that a small group of students are
chosen to be evaluated. In the case of small groups,
instead of just one child, it is several children
The information gathered from small group
evaluation will be collected and utilized just as in
one-to-one evaluation.
Field-trial evaluations
These evaluations yield more factual information as
they are conducted in an environment that mimics
the actual one the materials will be used in.
13. Types of Revisions
The main type of revision is of instructional
materials.
Instructional materials must not only be
carefully designed, but also free of errors and
free of mistakes that may cause confusion.
With this in mind, revisions to content, word
usage, word amount, readability, and ability
to be comprehended must be looked over
again and again until it is most suitable for for
teacher and student use.
14. Types of Revisions
Another type of revision that can occur with
instructional materials, though more indirect, is
with how the teacher utilizes them.
Instructional materials are designed to be used
certain ways to help yield certain results.
If a teacher uses instructional materials in ways
they are not designed, the students will not
benefit.
If the teacher is not mindful of the instructional
materials s/he chooses, student achievement
may not excel as desired.
15. How the Teacher Can Revise
Instructional Materials
Omission: Omitting part of the
materials/instruction that the students may
not be prepared for or that may not
correspond to goals and objectives.
Include other types of material to supplement
and complete instruction.
A teacher can also create instructional
material to go along with objectives.
16. Revising Instruction
Working from an instructor’s manual, a
teacher can notate any changes made within
the manual for future reference and use.
Notes should include questions and inquiries
from students as well as teacher’s responses.
Revising instruction can be done immediately
and while instruction is occurring.
17. Specific Data to View for
Revising Instructional
Materials
Entrance behaviors and attitudes
Results from pretests and posttests
Comprehension based on instructional
strategy
The amount of learning time provided and
used
Instructional strategies
18. Summary
Instructional materials are vital parts to a
complete objective-lined lesson plan.They aid in
learning by providing visual representations and
to supplement the teaching.Though it is
expected to use instructional materials that
correspond perfectly with a lesson, there may be
times that they need to be revised. Sometimes
designers may find it necessary to revise the
materials before they are in rotation. Revision of
instructional materials can occur through trials
and testing, or as they material are being used
by the teacher.