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IU 5 - Formative Evaluation Report

Introduction
This Instructional Unit was created to teach Forensic Science students basic fingerprint
analysis. Previous parts, IU 1-4, helped to form the basis of this Instructional Unit. This
Instructional Unit has been designed to take students approximately 45 minutes to
complete. IU 1s main focus was on the intended learners characteristics and learning
environment. In IU 2, a task analysis was created, highlighting first level tasks. IU 3 dealt
with the creation of performance objectives and supporting assessments. Next, IU 4
comprised the instructional strategy, media selection, delivery system, and draft
materials. Lastly, IU 5 will formatively evaluate the strategies chosen for the developed
lesson.
Goal Statement
Upon completion of the Instructional Unit Forensic Science students will be able to
correctly match unknown fingerprints from a mock crime scene to a suspects known
fingerprints by 1) classifying fingerprint patterns, 2) sub-classifying fingerprint patterns
and 3) locating, identifying, and matching fingerprint ridge characteristics (minutiae).
I. Subject Matter Expert Review
A Subject Matter Expert (SME) Review was not needed as the designer of this
Instructional unit has over 6 years teaching fingerprint analysis.
II. One-to-One Evaluation
A. Introduction
The One-to-One Evaluation was completed with a high school student who had
previously taken Forensic Science in the Fall 2014 Semester at United High School in
Laredo, TX. The student had the prerequisite skills listed for the developed lesson. The
evaluation was carried out in the Science Department Computer Lab at United High
School. The student was provided all lesson materials to read. Questions were asked of
the student to get her point of view. The student took 32 minutes to complete the
evaluation.
B. One-to-One Summary
All student suggestions and critiques provided during the One-to-One Evaluation are
summarized in the table below. Designer responses to suggestions and critiques are also
listed. The evaluation began at 4:00 PM and finished at 4:32 PM. The length of the
evaluation lasted 32 minutes.
Steps

Feedback

Response

Step 1:
Gain Attention
Step 2:
Objectives
Step 3:
Pre-requisites
Step 4:
Present the Content
Step 5:
Guided Practice
Step 6:
Independent Practice

I like the image shown, it


adds realism to the
questions asked.
It easily tells students what
is expected of them.
The pretest seems a little
short, maybe add a few
more definitions.
I like the fingerprint
presentation, its simple and
straight forward. Not too
many slides
I think there need to be
more examples so that
students can practice a little
more
Again, I think more
examples will give the
students better practice.

Step 7:
Feedback

How will students post


questions to the teacher?

Step 8:
Assessment

Cool, I like the mock


crime scene. It makes me
feel like a CSI solving a
crime.
I think using something
like Padlet would be cool
for the students to use.

Step 9:
Closure

No change made based on


feedback.
No change made based on
feedback.
Will think of adding more
definitions to the pretest.
No change made based on
feedback.
No change made based on
time constraint of lesson.
Will take this into
consideration but again due
to time constraints I am not
sure it is feasible.
Students will be able to
send the instructor an email
to clarify any questions.
No change made based on
feedback.
Will add a link to a Padlet
page for students exit
ticket.

C. Synopsis
The One-to-One evaluation gave me great feedback from a student that is similar to the
intended audience. All feedback was relevant since it came from a former Forensic
Science student. Student feedback will be taken into consideration to help improve the
lesson.
Revisions made:

None, due to time constraints of the lesson being 45 minutes long. May consider
adding more guided and independent practice examples because classes at United
High School are 75 minutes long.

Revisions to be made:

Addition of more vocabulary definitions to pre-requisite pretest.


Creation of a Padlet page for use as a digital canvas to display student exit tickets.

III. Small Group Evaluation


A. Introduction
The Small Group Evaluation was conducted with a group of 4 students currently taking
Forensic Science this semester at United High School. The group was comprised of
students that ranged from low performing to high performing on the intended lesson
topic. The Small Group Evaluation was carried out in the Science Department Computer
Lab at United High School. Students were provided with all lesson materials and asked to
make suggestions and critiques when they were finished looking over the materials. The
Small Group Evaluation took 49 minutes to complete.
B. Small Group Evaluation Summary
All student suggestions and critiques provided during the One-to-One Evaluation are
summarized in the table below. Designer responses to suggestions and critiques are also
listed. The evaluation began at 4:00 PM and finished at 4:49 PM. The length of the
evaluation lasted 49 minutes.
Steps
Step 1:
Gain Attention

Step 2:
Objectives
Step 3:
Pre-requisites

Step 4:
Present the Content
Step 5:
Guided Practice

Feedback
A crime scene!! I wonder
what happened?
Awesome, we get to solve
a crime.
Easy to understand
Got it, I understand what
we need to do.
I dont remember these
terms.
Those words were from
the beginning of the
semester.
I like the presentation,
easy to understand.
I think there are too many
slides
We only get five minutes
to practice?
Not enough examples, I

Response
No change made based on
feedback.

No change made based on


feedback.
Students need to be
reminded of how important
vocabulary terms are to the
subject at hand.
I revisited the number of
slides and cannot shorten
the number with out losing
valuable content.
No change made based on
time constraints, I will look
at modifying this since
United High School follows

Step 6:
Independent Practice

Step 7:
Feedback
Step 8:
Assessment
Step 9:
Closure

need more to understand


better.
I need more practice, I still
cant tell them all apart.
I need more time, 10
minutes is not enough.
How do I email the
instructor to clear up any
questions I have?
I loved the crime scene!
The crime scene was easy
to understand.
I like the idea of using
Padlet. My English teacher
uses it in class also.

a block schedule. Each


block is 75 minutes long.
I will look at lengthening
this part since United High
School follows a block
schedule. Each block is 75
minutes long.
Students will be trained on
how to use BlackBoard
Course Sites prior to this
lesson.
No change made based on
feedback.
Student will be trained on
the use of Padlet prior to
this lesson.

Whats Padlet? I have


never heard of it.
C. Synopsis
The Small Group Evaluation was successfully completed. All students gave valuable
feedback that will help make the lesson better. All students commented on the shortness
of the guided and independent practices sections, they stated they needed more time for
those sections. I will consider changing the length of the entire lesson due to the fact that
classes at United High School are 75 minutes long.
Revisions made:

None, due to time constraints of the lesson being 45 minutes long. May consider
adding more guided and independent practice examples because classes at United
High School are 75 minutes long.

Revisions to be made:
Adding Padlet training to the pre-requisite section.
Summary
IU 5 is comprised of a formative evaluation; this evaluation helps the designer modify the
lesson using feed back from various stakeholders. The Subject Matter Expert Evaluation
was omitted in this formative evaluation due to the designers experience with the subject
matter. One-to-One and Small Group Evaluations were successfully conducted. These
evaluations provided helpful feedback from learners similar to the intended audience. A
commonly suggested change was giving more time to complete the lesson. Also, Prerequisites have been added regarding the use of Blackboard Course Sites and Padlet.

These modifications can be easily accomplished. The Instructional Unit is complete and
ready for implementation.
Revised Lesson Materials
1. Gain Attention:

(1) http://www.imagesource.com/stock-image/Crime-Scene-IDI21NQ.html
Questions: What type of evidence could a suspect leave behind unknowingly? How
could the police match a suspect to a victim, crime scene, or other evidence?
2. Goal and Objectives:
This instructional unit will help teach forensic science students the basic concepts of
fingerprint patterns and ridge details (minutiae).
Instructional Goal: Upon completion of the Instructional Unit, Forensic Science students
will be able to correctly match unknown fingerprints from a mock crime scene to a
suspects known fingerprints by 1) classifying fingerprint patterns, 2) sub-classifying
fingerprint patterns and 3) locating, identifying, and matching fingerprint ridge
characteristics (minutiae).
3. Prerequisites:

The prerequisite skills for this instructional unit are prior forensic science vocabulary.
Students will take a pretest that will assess their understanding of prior vocabulary such
as: Evidence, Crime Scene, Class characteristics, Individual Characteristics. Students will
also need to be familiar with BlackBoard Course Sites and Padlet. Students will be
trained on BlackBoard Course Sites and Padlet prior to this lesson.
4. Content:
Students will download and view a PowerPoint presentation that covers key topics such
as 3 main fingerprint patterns, sub-classes of the main patterns, and minutiae.

5. Guided Practice:
Students will view a PowerPoint that will show various fingerprints. The students will
attempt to correctly identify the type and sub-class of each fingerprint shown.

6. Independent Practice:
Students will be shown Electronic Handouts (PDFs) with various Fingerprint patterns.
Students will attempt to correctly identify all fingerprint patterns on the handouts.

Students will be shown a handout with an enlarged fingerprint. Students will attempt to
identify minutiae that have been highlighted.

7. Feedback:
Students will have an opportunity to post questions to the instructor or fellow students to
help clear up any misconceptions via blackboard course site class page.
8. Assessment:
Students will download a mock crime scene scenario. The students must read all
pertinent information regarding the crime scene, evidence, and suspects. Students must
utilized skill learned in prior activities to correctly identify the perpetrator.

Smiley Murder Case


Background: Fingerprints are the most common evidence found at a crime scene.
Fingerprints are unique amongst people, no two people have ever been found to have the
same prints. A forensic fingerprint analyst main job would be classifying fingerprints and
identifying individual characteristics. They then try to match fingerprint evidence to
known evidence from possible suspects using a database called IAFIS. Today you are that
fingerprint analyst.
Type of Crime: Homicide
Location: 111 Locard Street
Date: 4/1/2015

Report Time: 9:04 AM

On 4/2/2015, police were called to investigate a murder at 111 Locard St. The call came
from a lady, Mrs. Nancy Drew. She stated she was the housekeeper for the owner of the
house, Mr. Smiley. Mrs. Drew said she entered the house at around 8:00 am on April 1,
2015. She said that the house was a mess, which was very unlike Mr. Smiley. She stated
that she began cleaning the house thinking that Mr. Smiley was at work. She cleaned the
living room and then cleaned the kitchen. Next she proceeded to enter the bedroom and
that is where she found Mr. Smiley dead on the floor. She immediately called 911 at 8:45
AM to report what she had seen. Police arrived at approximately 9:00 AM.
Officers interviewed Mrs. Drew and gathered her statement as others secured the crime
scene and started looking for evidence. Mrs. Drew stated that she cleaned up a lot of the
house; this was not good because valuable evidence may have been destroyed.
The police officers concentrated on the master bedroom where Mr. Smileys body had
been found since Mrs. Drew had not cleaned it up. The bedroom was in total disarray, all
of the drawers from the dresser were thrown on the floor and the television was gone. A
CSI was called in to look for additional evidence and to document the crime scene.

The CSI assigned to the case started by doing a walk through of the crime scene. He
noticed that the window was open slightly. Upon closer inspection, a fingerprint was
found on the outside glass of the window. The fingerprint was developed with powder,
photographed, and lifted as evidence. The CSI continued documenting the crime scene by
creating a scale map of the bedroom and taking photographs. It appeared that Mr. Smiley
had been hit with a blunt object on the head. An aluminum baseball bat was found in the
restroom and appeared to have a bloody fingerprint on it. The fingerprint was
photographed and the bat was placed into an evidence box to prevent damage. No other
evidence was found at the crime scene.

Victim:
Mr. James Smiley
Witnesses:
Mrs. Nancy Drew
Suspects:
Alfonso Alf Butcher Well known with the local Police Department. He has been
arrested numerous times for breaking into homes and stealing valuables. It was reported
that he had gotten into an argument with Mr. Smiley at Mr. Smileys fast food restaurant.
Johnny Lennon Next-door neighbor, didnt get along with Mr. Smiley because he used
to work for him at his restaurant. Mr. Smiley fired him for giving away food to his
friends. Johnny played baseball when he was in high school.
Saul Goodman Mr. Smileys business partner. Saul had gambling debts and needed
money. Mr. Smileys death would make him the sole owner of the restaurant.
Courtney Love Mr. Smileys on/off girlfriend. The two had had some nasty fights seen
by the neighbors. She wanted Mr. Smiley to marry her but he was too busy running his
restaurant.

Your job as a Forensic Fingerprint Analyst is to compare the fingerprint evidence against
the exemplars to make a match. Go to it!

Evidence
The following evidence was found at Mr. Smileys residence:
1. Fingerprint on outside glass of bedroom window.

2. Fingerprint on baseball bat in Mr. Smileys bathroom.

Exemplar fingerprints were taken from all witnesses and suspects for comparison.
Exemplars:
1. Fingerprint from Nancy Drew

2. Fingerprint from Alf Butcher

3. Fingerprint from Johnny Lennon

4. Fingerprint from Saul Goodman

5. Fingerprint from Courtney Love

Questions
1. Who do you think killed Mr. Smiley?

2. Why do you think that?

3. What evidence proves your theory?

4. What type(s) of fingerprint(s) were left at the crime scene?

9. Closure:
On Blackboard, students will submit an exit ticket to the instructor with 1 thing they
already knew about fingerprints, 1 thing they learned from the lesson, and 1 thing about
fingerprints they would like more information about.