Evaluation

Chapters in Section III discuss evaluation in instructional design and provide you with three evaluation models: CIPP, Five-Domain, and Kirkpatrick’s Training Evaluation model. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. The evaluation process incorporates two features. The first feature involves testing based on objectives. The second feature involves data for instructional decision making. According to the textbook evaluation is “the process of determining the merit, worth, and value of things, and evaluations of the product process” (Johnson 2012). Johnson also defines merit, worth, and value. I found Johnson’s definition of merit interesting because it distinguishes intrinsic value. Evaluation is essential in education because instructional strategies and content are constantly evolving to best reflect our society. With an efficient evaluation process instructional design can fit the needs of learners. When evaluating instruction using Brinkerhoff’s Success Case Method you are combining case study and storytelling. This evaluation process follows five steps focusing on discovering training and intervention success. During the first step evaluators “focus and plan the success case study” (Johnson 2012). During the second step of visual impact model, construction of goals and results are created. During the third step research is conducted using anonymous surveys. During the fourth step interviews with success cases are conducted. Interviews are conducted using open ended questions to obtain evidence. During the final step communication of the findings is reported. “Brinkerhoff emphasizes that success case evaluation results must be used if long-term and company wide success is to result” (Johnson 2012). This evaluation method studies successful learning cases to gain insight and knowledge. When evaluating instruction using Patton’s Utilization- Focused Evaluation, focuses on judging instruction based on the way it used. There are ten steps in this evaluation process. First, a readiness assessment needs to be conducted. Second, primary users are identified to develop relationships with. Third, situational analysis is conducted. Fourth, primary intended uses are identified. Fifth, evaluation is focus. Sixth, the design process for the evaluation is started. Seventh, data collection and analysis of evidence. Eighth, continuous facilitation is required to ensure findings are useful. Finally, evaluation of the evaluation is conducted to ensure findings are used. I am going to evaluate my instruction using Stufflebeam’s CIPP Evaluation Model. When looking at context evaluation I create pre-assessments to determine the needs of my students. My Kindergarten Team assesses students prior to the first day of school using a screener. When looking at input evaluation, questions are raised based on screener data for both instruction and class placement. When evaluating students for classroom placement two factors are considered, behavior and academics. When looking at process evaluation, our screener is edited and adjusted yearly to ensure valuable data is collected. When looking at product evaluation, the kindergarten screener is used throughout the year for progress monitoring guidelines and academic growth. 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. Should return on investment and management of resources also be considered in evaluations of instructional programs? What other measures should/could be considered? Return on investments and management of resources should be considered in evaluations of instructional programs. Public Education is funded through taxes, in my four years of teaching McKinney ISD has held two bond elections. One of these elections was held for a tax increase to allow for renovations, technology, and security. Many citizen questioned the value of technology due to the cost. Having data to support the return on technological investments would allow all of the stakeholders to see its value. Part of analysis should always include data collection following instructional adjustments. This documentation allows for improved instructional design. Building this data collection allows convenient access to this information year round. Section IV focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning. Not all problems in learning and/or performance require an instructional one. Many times a non-instructional approach is a more appropriate solution. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Would better performance support systems, knowledge management systems, or opportunities for informal learning solve the problem? One problem I would love to address is my students’ ability to retain. To ensure content retention, instruction must require authentic application. Teaching Kindergarten, I have found that authentic application is difficult because the ability level in my classroom is varied. Unlike other grades Kindergarten, the precursor grade, is optional. Therefore, you can have students that have been in a classroom setting and some that have never left their parents’ side. This variety of ability level results in a classroom where differentiation is needed for success. However, differentiation requires a level of independence that not all students immediately posses. Using the Taste Wine method, I create anchor charts to display around the classroom. Anchor charts allow students to informally learn. In Kindergarten a typical anchor chart includes pictures more than words. My favorite teaching feelings occurs when students are roaming the room looking for learning on anchor charts we previously created together. Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.