EIDT 6910 Capstone: Pract. App.

Instructional Design

MD4ProjEdingerA

Effective Google Slides Presentations for Middle Schoolers

Implementation and Evaluation Report

Adam Edinger
00380648
EIDT 6910 Capstone
Practical Application of Instructional Design
12/13/14

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EIDT 6910 Capstone: Pract. App. Instructional Design

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Implementation Overview
The planned implementation for the The Effective Google Slide Presentation for Middle
Schoolers module was for the module to take place over four 30 minute class periods, running
from Monday through Thursday.
Monday (Day 1): To start class, students were asked to log in to their computers and
pull up their Google Classroom app. On the app, students found an assignment asking them to
open a shared Google Slide Show. The Google Slide Show, titled Slide Examples, provided
students with unsatisfactory slides that were created by students during their pre-assessment.
Students were asked to comment on the slides, pointing out what elements of the slides made
them unappealing or difficult to understand. This portion of the lesson seemed to take a little
longer than expected, so instead of having the students create a list of what was wrong as
groups, the teacher showed the shared document Whats Wrong/Presentation Rules on the
screen in front of the class. Students were then asked to name 3 unsatisfactory items they
found on the slide. As a class, students shared out their ideas creating a singular list of what
they found wrong. This seemed to be very successful as some examples the students shared
were Cant read the text, to small Way to much information No Visuals Cant read the text,
the color blends into the background.
Tuesday (Day 2): After logging back into the Google Classroom app, the students were
asked to revisit their lists of what they found wrong from the Slide Examples. As an open
class discussion, students shared allowed the different elements they found unsatisfactory or
made the slides ineffective. Students were then broken up into groups of four and asked to
create 8 rules for creating an effective slide show (two rules for each group member) on a
single shared document. Groups were given 10 minutes to develop their rules. After the 10
minutes, the teacher asked each group to share out one idea from their lists. Groups were
asked to add any rule they did not already have to their own list. This list was another positive

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because the items came very close to the expectations created by the Instructional Designer
and used in the modules rubric. Examples from the list included Summarize text, dont type
down everything Make sure text is readable-size, color, shape Use visuals that go along with
the text. One challenge or surprise was that students repeatedly named the use of proper
grammar, punctuation, and capitalization rules on their list, even though it was not on the initial
effective slideshow rubric.
Wednesday (Day 3): Using the Classroom app, students found a new document named
Slide Script Choices. The document had 3 scripts for students to choose. With an
understanding of the Effective Presentation Rules they created the previous day, students were
asked to choose one script and to create a single slide that gave effective visual representation
of the information provided from the script they had chosen. This was another high point,
students were very engaged in their work attempting to create an effective presentation.
Students tried different visuals, backgrounds, style of fonts, all in an attempt to make their
presentation more visually pleasant. Many of the presentations they created were well
summarized, readable, visually pleasant, with all elements staying on topic and connecting to
the script. While this was a positive or high point, this also became a challenge. Even though
students were very engaged, students were not able to finish the assignment in the scheduled
time, meaning they would finish this activity on Day 4.
Thursday (Day 4): Originally Students were scheduled to complete their post
assessment on Day 4. Students were unable to complete their slides from Day 3, causing the
work to be pushed to Day 4. This caused the instructor to use the Day 3 slide as the post
assessment instead of having the students recreate the slides they used in the pre assessment
as their post assessment.

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Analysis of Assessment and Evaluation Data

Pre-Assessment
Before beginning the module, students were asked to participate in a pre-assessment.
We decided to use a pre-assessment because it determines the learners readiness for the
program, alerting the evaluator what they do and do not know, while providing formative
evaluation information that will help the instructor modify the program or course(Morrison, 294).
Students created 4 page Google Slide Show that visually represented a paper that they had
create earlier in class. The paper, A Paper About Me, was a three page paper that described
where the student was from, where they are now, and where they see themselves in the future.
For the the assessment, students were asked to imagine they were presenting their paper to the
class and were to create a Google Slide Presentation that visually represented the information
they shared in their papers. They were asked to create 4 slides: Title, Where Im From, Where
Im Now, and Where Im Going. asked students to create a Title page and a page for each page
of the paper.
The teacher assessed the slide show comparing the slides with 4 criteria:
Summarization, Visual Pleasant, Connects Information and Readability. In a class of 25
students 21 students cut and pasted information directly from their

condense or summarize information on to there slides. 19 students

filled their slides with long, drawn out text, meaning 75% struggled with
understanding how it was visually unpleasant and actually prevented
the audience from remembering the information. 13 students used

112.5

% Students Meeting
Expectations

paper on to their slides, meaning nearly 84% of students did not

Slide Criteria
Pre

Post

90
67.5
45
22.5
0
Summ Visual Conn Read

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very active backgrounds that contrasted with the color of the text, making it difficult to read and
understand what is being presented. Finally, 15 students place random pictures and text fonts,
meaning 60% of students didnt understand how their slide elements should not be disruptive
but should connect with what is being presented.
Post-Assessment
Even though the we were not able to complete the module as originally planned and
recreate the pre-assessment as the post assessment, by using the Effective Slide Show Rubric
the teacher was able to assess the slides the students created on day 3 and measure the
amount of growth that happened over the
Read

Rubric to evaluate students during this

module. The Slide Show Rubric is a 4

Number of Students

(Morrison, 323), I have chosen to use a

Visual

Summary

20

descriptive, holistic characterization of

the quality of the students work

Connect

Post Assessment Rubrics Scores

4 day module. In order to give a more

16
12
8
4

point rubric. The points range from 1 for

0

insufficient, 2 Below expectations, 3

Rubric Score
Meets expectations, 4 Above
Expectation. Students who scored a 3 or 4 were considered successful because they met the
expectations for the module. On the post assessment, only 3 students created slides that
contained elements that did not connect with the information provided in the script. 20 students
did an excellent job of summarizing the scripts, 20 students created slides effectively contrasted
with the background, making it easy to ready, and 19 students used multiple visuals helping the
audience connect with the information, thus giving them a higher chance of remembering it in
the future.
Conclusion
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EIDT 6910 Capstone: Pract. App. Instructional Design

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In determining the effectiveness of this module, we need to understand to what degree

did the students accomplish the learning objectives prescribed in this module(Morrison, 356).
The module was designed to evaluation the students ability to create effective Google Slides
that were on topic, summarized the presentation, was readable, and visibly pleasant. Even
though the evaluator was not able to compare the pre-assessment directly with the postassessment, he was able to evaluate the student work by using the rubric for effective slide
show rubric. The class found improvement in all categories. In summarization, the class
improved from 16% of the class meeting expectations in summarization (Scoring a 3 or 4 on the
rubric) to 80%. In readableness, the class improved from 48% to 80%, and the class improved
from 40% to 80% in connection or staying on topic. With 75% of learners meeting expectation
in all 4 areas, I believe the module needs to be considered a success.

Proposed Revisions
Add Grammar/Punctuation/Capitalization to Rubric
In day 1, students were asked to observe multiple student slide examples and create a
list of what they found ineffective or done wrong. Almost every student group list included
comments of needs a period, needs to be capitalized, words are spelled wrong, etc. In Day
2, students then created a list of rules for students to follow when creating Google Slides.
Again, almost every student list included a rule that addressed grammar, spelling, capitalization,
or punctuation. Since we are working with middle school students, it can be very beneficial if we
include this on the criteria of what is needed for a Google Slide to be effective.
Drop Slide Script Choice/Use Post Assessment
During Day 3 and 4 of the module, students used the entire period of time creating a
slide for the Slide Script Choice. This was planned to be a formative assessment of the
students, allowing them to share their abilities before the Post Assessment. A pre assessment
provides a baseline data for determining learner growth in learning by comparing scores on

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EIDT 6910 Capstone: Pract. App. Instructional Design

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pretest and posttest (Morrison, 294). In order to observe and calculate the true learners growth
from the pretest to posttest, I would need to make the students have time for the post
assessment and recreate the slides that were used in the pre-assessment.

References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective
th
instruction (6 ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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