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EducationA Learners' View (ALV)Assessment of Instruction

Assessment of Instruction

A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.


THIS PROCEDURE assesses the efficiency of instruction of a lesson.

For use with Quick Start Informal Evaluation of Lesson Plan, Self Evaluation of Lesson Plan, or Formal Evaluation of a Lesson Plan.

MATERIAL: Something to write on, such as a printed evaluation form, an electronic tablet, or a piece of paper, so you can transfer your evaluation to the teacher.

PROCEDURE: Write the clock time you start observing the instruction. Divide your observation into 20 second intervals. Count the instruction as on the ALV Path when you can identify which of the five generic questions instructions address: What is it? What is it not? What is like it? What comes next? What is missing?

SCORE: 1 for each interval during which the instructor tells or shows learners how to answer one or more of these questions. 0 for each interval during which the instructor does not tell or show learners how to answer at least one of these questions.

Calculate and report to the teacher the percentage of the 20 second intervals when instruction was on the ALV Path. For 1.0 Instruction, scoring will appear as a string of  1111111111111, one stroke for each 20 seconds the lesson was on the ALV Path to answer one or more of the five generic “What …” questions.

Related Reading


  1. 1.0 Instruction
  2. 1.0 Lesson
  3. ALV Path
  4. ALV Zone (ALVZ) System

Return to Applying the ALVZ System

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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