Instructional Components

Principles of Instructional Design
Instructional Design Project
Report 2
Instructional Components
By Alex Fegely and Dianna Anderson
Professor Dickerson
September 2, 2016

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We will be teaching a one hour and fifteen minute module on Grade Management for
EDUC204: Computer Technology and Instructional Media, an undergraduate, pre-service
teacher instructional technology class at Coastal Carolina University on October 24, 2016. The
purpose of this class is to teach students the technological skillsets with which to compile and
analyze grade data using Microsoft Excel. Grade Management is being taught to students
because evaluation is one of the core responsibilities of a professional educator. As education
shifts toward a data-driven decision model, it becomes even more important for in-service
teachers to understand basic spreadsheet concepts, terminology and data analysis operations.
Performance Objectives
Upon completion of the Grade Management Module, students will be able to 1) input
grade data, 2) demonstrate the ability to write formulas for and calculate unweighted averages, 3)
demonstrate the ability to write formulas for and calculate weighted averages.
● Using the data provided, input into an excel spreadsheet to create a gradebook.
● Using the data in the gradebook, sort the data in ascending order to order the
students alphabetically.
● Using the data in the gradebook, create a formula to calculate the unweighted total
of grades.
● Using the data in the gradebook, create a formula to calculate the weighted total
of grades.

Sample Assessments for Each Objective

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A criterion-referenced style test will be administered to examine the student’s
achievement in the defined content area.
Questions

Performance Objective

What is Achi’s unweighted average?

1, 3

Who has the highest unweighted average?

1, 3

Who scored lowest on quiz 3?

1, 2

If homework is worth 20%, quizzes worth 10%, and tests worth
25%, what is Achi’s final weighted average?

1, 4

If homework is worth 20%, quizzes worth 10%, and tests worth
25%, who had the highest final weighted average?

1, 2, 4

On which test did students perform best? What was the class
average for that test?

1, 2, 4

If homework is worth 20%, quizzes worth 10%, and tests worth
25%, what is the class final weighted average?

1, 4

Instructional Sequence
The Gradebook lesson has the following instructional sections:
1. History and common practices of using gradebooks.
2. Creating, editing and managing a Gradebook in Excel.
3. Analysis of Gradebook data.
A review of the history and common practices of gradebooks will be presented in the first
ten minutes to create the context for the following lessons. Demonstrations of how to create,
edit and manage spreadsheets for grading in Excel will take place in the following twenty five
minutes. Analysing gradebook data will take about twenty minutes before allowing students to
use the last fifteen minutes to practice with their own spreadsheets.
Pre-Instructional Activities

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A pre-test will be given at the beginning of class. The first lesson of history and common
practices of using gradebooks is also the pre-instructional activity. During this segment, learners
will be motivated by why understanding gradebooks is important to their career objectives of
teaching. The recall of relevant knowledge and skills will be revealed through a conversation
with the class about their experience with grading practices and the use of Excel.
Information and Example for Each Objective
The resources used for each objective were the following:
Objectives
1) input grade data
2) demonstrate the ability to write formulas for and calculate unweighted averages
3) demonstrate the ability to write formulas for and calculate weighted averages.
Resources
Objective 1 - Pre Test, Setting Up the Gradesheet Lecture, Practice File, Post Test
Objective 2 - Pre Test, Setting Up the Gradesheet Lecture, Practice File, Post Test
Objective 3 - Pre Test, Setting Up the Gradesheet Lecture, Practice File, Post Test

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Practice and Feedback for Each Objective

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Strategies for Teaching Each Objective
The instructional strategy consists of the following microstrategies with the corresponding
following instructional sequence:
Group Discussions

History and common practices of using gradebooks.

Lectures

History and common practices of using gradebooks;
Creating, editing and managing a Gradebook in Excel:
Analysis of Gradebook data.

Computer Simulations

Creating, editing and managing a Gradebook in Excel:
Analysis of Gradebook data.

Worksheets

Creating, editing and managing a Gradebook in Excel:

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Analysis of Gradebook data.
Media Selections and Rationales for Delivery of Instruction
Grade Management is a term prescribed to using spreadsheet technology for grade
calculating and recording in an educational context. Understanding basic spreadsheet functions
gives teachers the capability to automate much of the calculation process by applying
mathematical formulas to cell data. Microsoft Excel has been chosen for this lesson due to it’s
popularity and accessibility. It is a common program used with most organizations and provides
the necessary functions for grade management. Skills and understanding of formulas and
concepts behind grade calculation performed in Excel can be transferred to other grade
management applications used on a school-to-school basis.
Instructional Pre-and Post Tests
Pre/Post Test
Using the data provided in the spreadsheet, answer the following questions.
What is Achi’s unweighted average?
Who has the highest unweighted average?
Who scored lowest on quiz 3?
If homework is worth 20%, quizzes worth 10%, and tests worth 25%, what is Achi’s final
weighted average?
If homework is worth 20%, quizzes worth 10%, and tests worth 25%, who had the highest final
weighted average?
On which test did students perform best? What was the class average for that test?
If homework is worth 20%, quizzes worth 10%, and tests worth 25%, what is the class final
weighted average?

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