Evaluating, Implementing & Managing Instructional Programs & Projects

Evaluation in Instructional Design

Evaluation is just as important and implementation of instruction in the classroom. Before evaluating student work one must develop  plan for evaluation. As stated in the text, " It is important that evaluation findings be used, rather than "filed away", and Patton has developed an evaluation model specifically focused on producing evaluation use."Through our text we explore models such as CIPP and Kirkpatrick models for evaluation. Through further research I have located two more evaluation models I would like to discuss. 

Bushnell's Systems Approach to Evaluation 

This particular system is founded on the idea that the product will only be as good as the effort that goes into the process. Evaluation is required between each stage of the four step process to ensure that the program will meet its objectives and is well designed. I would use this model to first begin the in put stage (prep, materials, planning) and evaluate from there what further things would be needed at this stage to enhance my lesson of unit. From there I would go through the process stage (implementation) then evaluate how the implementation of instruction went. Next I would be the output stage (what the students do/formative assessments) and from there I would assess student knowledge gained periodically through out various activities. Last, I would end with the outcome stage (what do my students know/summative) and then I would use the data collected to evaluate the effectiveness of  the lesson. Although I feel that this model is simple and straight to he point, which I like, I think there should be an additional step in which I would need to do an additional stage that consisted of me being reflective of the entire process to better my instruction from there. If I am just evaluating through each step and then repeating those same stapes with out making further changes for the future then I will never grow as an educator. 

 Ralph Tyler’s Evaluation Model

This is a goal based model that focuses on how performance parallels with specified objectives. This process starts with establishing goals/objectives before analyzing any type of data collection. Then processes, activities and products are developed and implemented and all relate back to the objective. From here data is collected and referred back to the objective for analysis and evaluation. I think it is missing one key component and that being student need. Of course we all start with our standards and TEKS to guide our instruction but how can we develop measurable objectives for our students if we have no data to back it up with? This is where pre-assessment must come into play to determine student need and build objects from there. I really do like how all of the components tie back to the objective/goal because I believe that is how you build sound instruction but I do believe data is needed in order to base your objectives and make them meaningful to your students. 

Project Management and Resources 

 

Situation: 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?      

I have been in a situation such as this before. After reading our text I think and I have a little bit of a different perspective as to how to approach this specific situation but overall I feel that it validated my actions. In this particular situation I would begin by assessing the climate of my audience by emailing a pre-workshop survey to get to know who are my novice and veterans. From there I would develop my training around the need of my audience by utilizing what I have used in the classroom. It is hard to sell something you have never done or used yourself because you cannot predict problems or struggles you might encounter. Also, I would predict common misconceptions and struggles with technology used in the classroom such as the following:

• I only have four computers in my classroom? No problem, incorporate technology usage in your station work.  
• I do not have any computers but we have a computer lab? Utilize it at least twice a month. It has been my experience that no one ever uses the computer lab because it requires advanced planning. Once I figured out that out half way through my first year I was planning ahead and using it once a week!  
• I  only have one iPad? Again utilize it at station or create a center around it. 
• I only have projector? Invest in a wireless mouse and make your projector screen interactive for your students. 

From there I would talk about free resources that I know are available on the computers and help teachers find lessons that center around technology to increase their technology usage.  I might also ask a couple of other teacher who have had success implementing technology on a low budget to share their experience and activities. No matter what the economy we must prepare our students for real world and if we do not keep that in mind we are doing a huge disservice to youth.

Johnson, B. R., Dick, R (2012).  Evaluation in Instructional Design: A Comparison of Evaluation Models. In R. Reiser & J. Dempsey (eds.) Trends and Issues in Instructional Design and Technology (pp. 96-104) Boston, MA: Allyn & Bacon.