STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
EdTech 501: School Evaluation Summary
For this assignment, I polished my project management and collaboration skills, information-gathering and decision-making strategies, and formative evaluation technique. This assignment is a perfect fit for this standard because it applies all of these skills to determine the adequacy of instruction at a school and offers recommendations. I surveyed our local school’s technology environment using Peter Sibley and Chip Kimball’s Maturity Model Benchmarks as a framework. The five organizational filters are: administrative, curricular, support, connectivity and innovation. Each of these levels of the organization are addressed with both behavioral and resource/infrastructure criteria. I sent the Google form to a small mix of administrators, teachers, and technology committee members, where I served as a parent representative. My overall technology maturity benchmark rating for this school is “island” which is like getting a two on a scale of one to four (with four being the highest, most intelligently integrated). I gave this report to the technology director, who was quite disappointed with the low marks but was grateful that it opened a new dialogue on what improvements can be made.
EdTech505: Evaluation Request For Proposal
While this paper is a response to a fictional request for proposal, it was still a valuable exercise that made me apply significant problem analysis skills required of this standard. My task was to determine the marketability and salability of a university teacher-training program. I researched the content and design of the program itself in order to determine the overall evaluation method. This evaluation would influence whether or not resources should be committed to market and sell the program to other schools. I included a program description, evaluation method, task schedule, project personnel, and budget. Though the project was fictional, it required both knowledge and skills to write the report in a way that would ideally win me the bid.
For this assignment, I polished my project management and collaboration skills, information-gathering and decision-making strategies, and formative evaluation technique. This assignment is a perfect fit for this standard because it applies all of these skills to determine the adequacy of instruction at a school and offers recommendations. I surveyed our local school’s technology environment using Peter Sibley and Chip Kimball’s Maturity Model Benchmarks as a framework. The five organizational filters are: administrative, curricular, support, connectivity and innovation. Each of these levels of the organization are addressed with both behavioral and resource/infrastructure criteria. I sent the Google form to a small mix of administrators, teachers, and technology committee members, where I served as a parent representative. My overall technology maturity benchmark rating for this school is “island” which is like getting a two on a scale of one to four (with four being the highest, most intelligently integrated). I gave this report to the technology director, who was quite disappointed with the low marks but was grateful that it opened a new dialogue on what improvements can be made.
EdTech505: Evaluation Request For Proposal
While this paper is a response to a fictional request for proposal, it was still a valuable exercise that made me apply significant problem analysis skills required of this standard. My task was to determine the marketability and salability of a university teacher-training program. I researched the content and design of the program itself in order to determine the overall evaluation method. This evaluation would influence whether or not resources should be committed to market and sell the program to other schools. I included a program description, evaluation method, task schedule, project personnel, and budget. Though the project was fictional, it required both knowledge and skills to write the report in a way that would ideally win me the bid.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
EdTech503: Instructional Design Project
To meet this standard, I built into this project an assessment plan that helps instructors measure how well students have learned what has been taught. I developed ten specific learning objectives and created a matrix of objectives that includes: Bloom’s taxonomy classification, format and description of assessment, and sample items. The “goal of the criterion-referenced test is to obtain a description of the specific knowledge and skills each student can demonstrate. This information is useful for planning both group and individual instruction" (Linn & Gronlund, 2000, p. 43). The ultimate measure of success for this project is whether or not students can create, publish, and present a Google Docs presentation. I created a self-assessment student worksheet and a grading rubric to help measure student outcomes.
To meet this standard, I built into this project an assessment plan that helps instructors measure how well students have learned what has been taught. I developed ten specific learning objectives and created a matrix of objectives that includes: Bloom’s taxonomy classification, format and description of assessment, and sample items. The “goal of the criterion-referenced test is to obtain a description of the specific knowledge and skills each student can demonstrate. This information is useful for planning both group and individual instruction" (Linn & Gronlund, 2000, p. 43). The ultimate measure of success for this project is whether or not students can create, publish, and present a Google Docs presentation. I created a self-assessment student worksheet and a grading rubric to help measure student outcomes.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
EdTech 501: School Evaluation Summary
This is a good example of summative evaluation because the survey gathered information from teachers and administrators, determined the level of adequacy, and made recommendations about how to improve utilization. It asked them to rank various benchmarks to determine how well technology is being used and integrated for learning. While only six people responded (it’s a small school), the responses were accurate and helpful. Synthesizing the data and making an ultimate determination by category strengthened my evaluation skills, and provided an outsider’s view to the school on how they were doing.
EdTech505: Evaluation Report
This report meets all sub-standards of Standard 5, but I have included it here to demonstrate formative evaluation. The results from the evaluation will be used as a basis to further develop and improve the program. Program evaluation “enables accountability” (Boulmetis & Dutwin, 2011). Everyone, especially in today’s economy, wants to know: What did we get for our money [or time, or effort]? Did it work? Did it do what we hoped it would? That’s what this program evaluation seeks to answer for the Grade 6 Explore Nepal program. Using Lichert-scale and open-ended questions, students and parents completed before-and-after attitude surveys on how the Explore Nepal experience influenced them. I graphed and summarized their answers, and used their feedback to create detailed conclusions and recommendations. The end result is an accurate and informative report that has been given to involved stakeholders.
EdTech543: Curated Resources on K-5 NETS-S Standards
I’m including this here to show how a curated resource can prove beneficial in decisions regarding utilization of resources and program development. At work, I am in charge of writing grade-level curriculum for K-8 based on the NETS for Students standards. For this assignment, I looked through dozens of resources and examples of how other schools and districts have done this. I listed 25 and made annotations, summaries, and recommendations on each. Curation is “the process of sorting through the vast amounts of content on the web and presenting it in a meaningful and organized way around a specific theme. The work involves sifting, sorting, arranging, and publishing information (Kanter, 2011). Such an effort is not easy, but the results are potent and beneficial. I emerged with a much clearer understanding of which direction we should take and this curated list has proven a great resource for me.
This is a good example of summative evaluation because the survey gathered information from teachers and administrators, determined the level of adequacy, and made recommendations about how to improve utilization. It asked them to rank various benchmarks to determine how well technology is being used and integrated for learning. While only six people responded (it’s a small school), the responses were accurate and helpful. Synthesizing the data and making an ultimate determination by category strengthened my evaluation skills, and provided an outsider’s view to the school on how they were doing.
EdTech505: Evaluation Report
This report meets all sub-standards of Standard 5, but I have included it here to demonstrate formative evaluation. The results from the evaluation will be used as a basis to further develop and improve the program. Program evaluation “enables accountability” (Boulmetis & Dutwin, 2011). Everyone, especially in today’s economy, wants to know: What did we get for our money [or time, or effort]? Did it work? Did it do what we hoped it would? That’s what this program evaluation seeks to answer for the Grade 6 Explore Nepal program. Using Lichert-scale and open-ended questions, students and parents completed before-and-after attitude surveys on how the Explore Nepal experience influenced them. I graphed and summarized their answers, and used their feedback to create detailed conclusions and recommendations. The end result is an accurate and informative report that has been given to involved stakeholders.
EdTech543: Curated Resources on K-5 NETS-S Standards
I’m including this here to show how a curated resource can prove beneficial in decisions regarding utilization of resources and program development. At work, I am in charge of writing grade-level curriculum for K-8 based on the NETS for Students standards. For this assignment, I looked through dozens of resources and examples of how other schools and districts have done this. I listed 25 and made annotations, summaries, and recommendations on each. Curation is “the process of sorting through the vast amounts of content on the web and presenting it in a meaningful and organized way around a specific theme. The work involves sifting, sorting, arranging, and publishing information (Kanter, 2011). Such an effort is not easy, but the results are potent and beneficial. I emerged with a much clearer understanding of which direction we should take and this curated list has proven a great resource for me.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
EdTech501: Tech Use Plan
Long-range technology planning is a “major undertaking” that should help schools and districts “focus on integrating technology into the teaching and learning process to transform the way teachers teach and students learn (Missouri Education, n.d.). Standard 5.4 is met through this collaborative presentation that examines a school district’s plan in Washington. I proactively thought through the next three to five years and developed a plan accordingly. The plan includes research and rationale behind technology use planning, planning team recommendations, process descriptions, a vision statement, plan objectives, needs assessment, professional development for faculty, evaluation, and a timeline. I explored and analyzed each element of a technology plan and feel much more confident in my ability to contribute to one. I drew from some research suggesting that great emphasis should be on application rather than the technology itself: what should teachers and students be able to do (See, 1992)? I am now a contributing member to our school’s technology plan and have drawn from the research and skills gained through this assignment.
Long-range technology planning is a “major undertaking” that should help schools and districts “focus on integrating technology into the teaching and learning process to transform the way teachers teach and students learn (Missouri Education, n.d.). Standard 5.4 is met through this collaborative presentation that examines a school district’s plan in Washington. I proactively thought through the next three to five years and developed a plan accordingly. The plan includes research and rationale behind technology use planning, planning team recommendations, process descriptions, a vision statement, plan objectives, needs assessment, professional development for faculty, evaluation, and a timeline. I explored and analyzed each element of a technology plan and feel much more confident in my ability to contribute to one. I drew from some research suggesting that great emphasis should be on application rather than the technology itself: what should teachers and students be able to do (See, 1992)? I am now a contributing member to our school’s technology plan and have drawn from the research and skills gained through this assignment.