Week 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

“Evaluation is the process of determining the merit, worth and value of things and evaluations are the products of that process (Reiser 97).” Evaluation models are designed with specific goals in mind in order to have a profound impact on the evaluation process. CIPP developed by Stufflebeam stands for context, input, process and final, product. Each step represents a significant and critical part of the evaluation process. CIPP looks at how instruction is implemented, how effective it is, assessing outcomes and what resources are available for the project. This evaluation model has since become a formal process widely used though education today.

Kirkpatrick’s model primarily focused on training evaluation. Within this model are four levels of evaluation. The levels include information covering reaction, learning, behavior and lastly, results. The reaction level assesses the attitude the learner has toward their educational experience. This could be a quick survey or questionnaire document. The learning level looks at what the participant learned and to what extent. Learning objectives that were covered should align with any given quiz or test to get an accurate measure of what was taught. The behavior level looks at whether the participants/learner changed their behavior due to the training program. Do they consistently use the skills they were taught? Kirkpatrick believes the participants should be contacted in order to conduct an appropriate follow up. The last level is results. This is where we see if the participant reached the desired goals or outcomes.

Another model I researched was Rossi’s Five Domain Evaluation Model. Peter Rossi developed this model in the 1970’s. However, it is still commonly used in the education field today. In this model, each step is uniquely designed where it is shaped and molded to suitably fit the needs of the program. This model focuses on evaluation questions such as “who should be involved?”  “What level of participation is desired?” and “Should an internal/external evaluator be used? (Reiser 98)” Each step or level is broken into five domains.

·         Needs assessment

·         Theory assessment

·         Implementation assessment

·         Impact assessment

·         Efficiency assessment

Needs assessment will ask the question of “is this type of program necessary?” Theory assessment addresses if the lesson is designed in an appropriate way that it should work. Implementation will look to see if the instruction was implemented in suitable way in order for learning and success to take place. Efficiency is the domain where we look to see if the program is having an impact and at what cost.

Many campuses across my district have implemented the use of “intervention.” Intervention provides us an hour of time to spend on math and reading utilizing small group instruction. Students are grouped based on data and state assessments. I could see myself using Rossi’s Five Domain Evaluation Model in order to better assess the progress and instruction during our intervention time. Following these guidelines of Rossi’s Five Domain Evaluation could change the way we design and produce the instruction in this hour. This would allow teachers to see if their instruction is being implemented correctly, are we having an impact and is what we are doing efficient.

The next model I researched was Patton’s Utilization Focused Evaluation. This model states that the evaluation process and outcomes are of little value unless we actually practice them. “The cardinal rule in U-FE is that the utility of an evaluation is to be judged by the degree to which it is used (Reiser 102).”  This model states that the evaluation process is carefully examined from beginning to end. Process use is a major concept throughout this model. This occurs when educators understand the logic of the evaluation process (Reiser 102). This model follows several stages.

·         Conduct a readiness assessment

·         Identify the “primary intended users” and develop a working relationship with them

·         Conduct a situational analysis

·         Identify the “primary intended uses”

·         Focus the evaluation

·         Design the evaluation

·         Collect, analyze, and interpret the evaluation data

·         Continually facilitate evaluation use

·         Conduct a metaevaluation

“An evaluation that is not used is of little use to an organization; therefore it is wise to consider the principles provided in U-FE (Reiser 102).”  I think that I could use this model for when our school conducts Curriculum Based Assessments (CBA’s) or six weeks test. I think that if I followed these steps for evaluating data and instruction that we could make significant changes and perhaps increase test scores. This would be a great way to adjust instruction in order to re-teach certain student expectations and TEKS.

Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

Throughout my research on Evaluation in Instructional Design I was able to further develop questions that I think evaluations should address.

 “Are some parts of the program working, and others not?”

“What materials or manipulatives would best support my instruction in order to lead to a more successful evaluation?”

“Does environment play a significant role in the evaluation process?”

“How many instructors are used during the evaluation process?”

“How are we going to monitor and document progress?”

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

Designing professional development sessions can be an arduous task. With the proper and skillful leadership one can develop high quality professional learning. Management is defined as, “…the process of working with and through individuals and groups and other resources (equipment, capital, technology) to accomplish organizational goals (Reiser 117).”  Paul Hersey developed the situational leadership model. In his model there are four phases in order to produce successful management. Phase one says you should be very direct and specific. Phase two states you move towards a different role where you reward improvements being made. Phase three is where we focus on the results. Lastly in phase 4 the leader does not act as a director but more as of a facilitator. In the situational leadership approach the leader will learn to adapt their leadership style according to the people you are leading.

When designing a project or staff development session, it’s important to clearly set a starting and stopping point as well as your objective for the lesson. However another key aspect in designing staff development is your budget and resources. Though many school districts across Texas seem to have increasingly high budgets, many schools still do not.

If I was to design staff development sessions using the situational leadership approach, I would first set a goal as to what I want to accomplish with the technology. I would make sure to communicate well with the teachers to see what technologies they would find most effective during their teaching and instruction. I would also make sure to train the staff if they’re unfamiliar and inexperienced with how to use the technology or devices. It’s important to purchase technology that will be put to good use.  Budget cuts have had a huge impact on technology within the classroom. Best Buy is one of many companies that makes donations for nonprofit organizations that serve children in grades K-12. More information regarding donations can be found at the link provided below.

http://forums.bestbuy.com/t5/Welcome-News/Donation-Requests/td-p/70784

Many high schools in my district this year have also implemented “Bring your own device.” Students are encouraged to bring their own technologies or smart phones in order to participate in lessons and activities. This is a phenomenal way to get technology more involved in our schools at no cost to the district.