Week 6 Assignment:
- Summarize Chapter 4: The Evaluator’s Program Description
Chapter 4 covers an important aspect of evaluation- the Evaluators Program Description. The Evaluator’s Program Description (EPD) presents all aspects of the program in clear goals and objectives and assures that measurement tools are in place. Components of the EPD include goal statements, activities, and evaluation procedures. The purpose of the EPD is to clarify a program’s objectives and overall purpose. Sometimes the information is already put together, but on other occasions an evaluator will need to develop their own EPD.
There are multiple audiences for every evaluation. Each of the stakeholders in a program will have different perspectives on what the goals of the program are and as such, their EPDs may look different. It is important that an evaluator meet with all of the different stakeholders. The evaluator needs to “get to know” the different stakeholders. The goals of the project may vary dramatically and each group can provide a unique perspective. This can result in multiple EPDs. “The EPD enables an evaluator to assist the funding recipient in formulating the evaluation questions” (p. 78). The stakeholders can address the discrepancies between the evaluator’s knowledge and the critical information necessary for a more accurate evaluation.
After the EPDs are clearly developed the evaluator can start to identify and monitor the evaluation activities. The EPD is the start line for a good evaluation; it provides familiarity and clarity about the program to be evaluated. It can help an evaluator build important relationships with many different stakeholders. From these relationships the evaluator can start to identify the specific needs of a program. This will help the evaluator determine the most effective processes and the best evaluation models for the program.
Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation (3rd ed.). San Francisco, CA: Jossey-Bass.
- Discuss Proposed Evaluation Report: Evaluation Course Report Project Update
Private tutors exist in nearly every level of education. Tutors have very little control, if any, of their student’s evaluations, yet are expected to improve a student’s academic performance. A student’s classroom teacher decides the student’s evaluations. How can a tutor improve their student’s performance? Can technology assist with this process?
The purpose of this project is to evaluate the usage and effectiveness of study guides given to high school juniors taking an online algebra 2 course. The key question is: Do study guides improve student performance on online assignments and exams.
Evaluation Process [modified and corrected]
There are a total of twelve juniors taking online algebra 2. Because the course is online, I can gather data on assignment and exam scores, amount of time spent on assignments and tests, and amount of time spent viewing the lesson. For the first unit no students were given any supplemental materials. For the second unit all students will be given the same study guide. I will also be surveying the students prior to lesson 1, after lesson 1, prior to lesson 2 and after lesson 2. I would also like to develop a survey for students that could include program satisfaction.
Table 4.1 EPD for Study Guide Evaluation for Online Algebra 2
|#||Goals||Activities||Evidence of Program Merit|
|1||To improve student performance in online algebra 2 course.||The teacher gathers data regarding the amount of time spent on a unit using a study guide and the corresponding amount of time spent on assignments and exams.
|Students will perform significantly better on assignments and exams after utilizing study guides.|
|2||To teach students how to use study guides to organize and summarize important formulas and concepts in algebra 2.
|Students are provided incomplete study guides.
The teacher will model how to complete the guides.
|Students are able to successfully complete study guides to a level necessary to improve scores on assessments.|
|3||To expand the usage of study guides to other online math courses.
|Provide data from online algebra 2 evaluation demonstrating increased amount of time spent studying correlates with improved assessment scores.||Evaluation and monitoring results will support the usage of study guides in all online math courses.|
Leg A: Assessing Needs
Through informal discussions and using a survey with multiple stakeholders: students, parents, and the local school district, I will analyze and clarify the development of my goals.
Potential Discussion and Survey Questions for Leg A
- How much time do you spend online viewing the lessons? (the nice part is that I can actually verify this)
- What were your grades in math for the past two years?
- Do you take notes?
- How do you prepare for exams?
Leg B: The Bridge
The bridge will be how to get to the future goals. The ultimate goal is to improve academic performance using study guides. The use of the study guides will, of course, be part of the solution, but teaching and reinforcing the use of the study guide will be a key component.
Potential Discussion and Survey Questions for Leg B
- How much time did you spend on the study guide for unit 2?
- Did you feel that it helped? If so, how?
- What aspects of the study guide did you like?
- What aspects would you change?
- Did the study guide increase the amount of time you spent on the lesson?
Leg C: Future Goals
The ultimate goal is to improve academic performance and to help the students achieve this performance in a more efficient manner. Evaluation will allow me to measure the relative performance with and without the availability of the study guides.
Potential Discussion and Survey Questions for Leg C
- Do the study guides increase the amount of time spent on lessons?
- Does the study guide increase the amount of time spent preparing for exams?
- Do the study guides improve performance?