Section III and IV

In Section III, many evaluation models were discussed: CIPP, Five-Domain, and Kirkpatrick's Training Evaluation model. Two other models used for evaluation are:
1. Brinkerhoff's Success Case Method- Robert Brinkerhoff is the founder of S.C.M. and this focuses on finding out what training or interventions works. This method has five steps:
1. Decide the program that will be evaluated.
2. Construct a visual impact model: create a chart with capabilities, business goals, behaviors, organizational and environmental conditions.
3. Conduct a research survey to determine the best and worst cases. (100 people or less-everyone is surveyed, 100 people or more- random sampling) Usually a short questionnaire: To what extent have you been able to use ______ to achieve success? Who is having the most success? Who is having the least success?
4. Conduct Interviews by telephone for at least 45 minutes with many success cases and few unsuccessful cases as well. Compose a detailed documentation over the findings. Discuss: A. What worked?
                                       B. What were the outcomes and how did they make 
                                           a difference?
                                       C. What good did it do?
                                       D. What factors help produced successful results?
                                       E. Suggestion for improvement?
5. Write up the evaluation results.

My personal example of using something similar to the Brinkerhoff's Success Case Method is that our department at school uses a similar form of Robert Brinkerhoff's evaluation plan every six weeks. After a district test, that is similar to the state testing, we all meet and discuss what we need to work on to improve the student scores. Once it is determined, based on low performing questions, we write out our goals for the next six weeks. What we will do differently in the classroom, how much gain we project to have on the next assessment, and how we will change our instruction?  We discuss how we taught and approached certain materials and what worked and what did not work. We also compare the data of each teacher and discuss why they performed better or worse. (We really pick each other's brains) We also email and meet with other on grade level/ subject area teachers in the district and share ideas via email, Google docs or through face to face meetings. The last step is to write up our findings and present it to the administration team.

2. Pattoris Utilization Focused Evaluation (U-FE) : Must use the findings of the evaluation or do not conduct the evaluation at all. You MUST judge the evaluation exactly the way it is intended to be used. The U-FE evaluation is done with specific users for specific uses. Focuses on beginning through the end of the evaluation.
Major Steps in U-FE:
1. Conduct a readiness assessment.
2. Identify primary users and develop a working relationship with them.
3. Conduct a situational analysis.
4. Identify the primary uses.
5. Focus on the evaluation.
6. Design the evaluation.
7. Collect, analyze and interpret the data.
8. Constantly facilitate the evaluation use.
9. Conduct a metaevaluation.

Remember, the evaluation is only successful if the findings are used effectively!

U-FE would be useful because it is intended to only focus on things you will use for later. It does not focus on areas out of our control or what we don't deem important. During our planning it would help if we could narrow our evaluations to a few major issues and work on a system to improve that specific area. Not focus on all areas at once. Once those areas are in the goal range, refocus on the next problem area and evaluate how to improve it.


The instructional design evaluation should address three other areas:
1. Speed- how fast the learner picks up on the materials using instructional design vs. traditional.
2. Retention- how long they remember the material. Was it taught in a way that will stay with the learner or just in short term memory?
3. Differences- evaluate all types of groups for success among students; regular vs. special education vs. honors.

Yes, return on investment and management is important and should always be considered. Other measures that should be considered is the length of time before show of return in a investment and it should be documented.

 

Section IV

 

A non instructional solution works best in education by being a student teacher, it gives you the hands on approach and you are able to witness the everyday dealings with students: behavior, attitude, motivation, grading, conferencing with parents and co workers, teaching, the trial and error of what techniques work and which ones don't work.

I don't think that better performance support systems would work with student teaching because online help is a nice bonus to have access to, it won't teach you how to deal with each individual student and specific issues that may arise. Knowledge management systems may be helpful with evaluating testing data but it will not offer any insight using tables and graphs for reaching a non motivated student.

 

Informal Learning would be the best to solve a problem because you can collaborate with other teachers on how to reach the student. You can build your expertise bank with their deposits of prior experience. These informal and natural conversations.