Evaluating Programs & Human Performance Week Three

All to often instruction is developed with little thought as to how learning or the effectiveness of the instruction will take place. When evaluation is considered on the front end of the instructional design process, it is often limited to evaluating whether the instructional design is more effective than traditional models.

 

For this week assignment we will focus on the reasons and methods as well as what we wish to accomplish. Two basic forms are Formative and Summative. We are searching for the value, the merit and the worth of any and all evaluations.

 

For this week's reflection activities, I would like for you to concentrate on the following:

 

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. 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 recourses also be considered in evaluations of instructional programs? What other measures should/could be considered?

 

I was not clear on whether to use the other two in Section III of our textbook, so I went online and found some really good sites. The one I like best is (www.tpep-wa.org) just about all areas are covered here. The teacher section gives details to the observations, self-assess, artifacts, reflections, and gives a summary as well. The evaluation is called eVAL and it guides the instructor through the process if you are a Principal, Teacher, or a District Administrator. According to the information on the web-site the primary goal is to facilitate communication between the Principal and Instructor. This program is set up with ease of use as the design. I think it would be great to step in and use a system like this that has already been proven and successful. It appears to be Improving Student Learning Through Improved Teaching and Leadership.

On this site there is an area for student growth where student growth is kept up with. Although I know little of the cost of this type operation I feel like it would bring a good return. I know of no other measures that need to be considered. I am impressed by the latitude of the information.

 

An easy site to follow and learn methods is www.ovcttac.gov/taResourses this information is excellent because it takes you through the whole operation of managing a program to find if you are meeting the needs of your client and achieving the overall goals of your program. This program will guide you to develop an evaluation plan, establish measureable goals as well as objectives, design and conduct the program evaluation, and identify measures to reflect the impact of your program's activities. The main objective here is to do a formative evaluation concerning if the training and instruction was successful, to assist in changes necessary to fulfill the desired learning.

 

The next site of my choice is (www.idmbestpracticesca/pdf/evaluation-framework-revisedpdf) here I found evaluations concerning just about all anyone could think of. I had to go all the way to Saskatchewan, Canada for this one. There is just too much information here, one must look at the site if interested in learning more about Evaluating Programs and Human Performance.

 

Since I have never been completely in charge of an assessment evaluation I can only comment of what I have assisted with. During the past semester with the 2nd grade my job was to assist the teacher. I was instrumental in improving the math performance by an average of 10 points per student due to the methods used in the grading of papers. I do not know what the name of the assessments were, but whatever we done it worked. Maybe because I spent time with each student to explain the problem and have them correct the paper.

 During my time as an auto technician I was assessed yearly by the ASE to keep my certification. One thing about these assessments you knew where you were weak soon as you read the test scores. I might add that I was successful in keeping my certification for 25 years. I am familiar with testing, but I have a lot to learn, so I will.

Students as he evaluators: I think in the higher level grades like the 5th or 6th and up the teacher could allow the students to evaluate some of the creations or activities students do. Examples might be science projects, art, theater. Doing this they would need to be organized and give feedback to each other. This method would be up to the teacher in charge as problems could arise. This can be beneficial because a student may just feel more comfortable discussing something with a fellow student where they might be intimidated by the teacher.

Questions about Instructional Design compared to Traditional Methods.

Are the students involved?

Is there anything keeping the students focused on something other than instructions?  Like a leaky roof, a noisy air conditioner, volume too loud on the video, other students distracting?

Are the students allowed to be a large part of the instructions and give feedback?

Is the lecture boring?

 

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 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?

 

What is informal learning?

Playing is one method of learning without instructional feedback. Almost all development book I have studied refer to playtime as learning time. More and more schools are turning to the PE class to teach children new and exciting things.

I had a student who could count to a hundred but had no idea what he was counting he was just saying words he had learned. Once I learned he had no knowledge of what numbers meant we started playing with some dominos. We also used different treats like one for you and one for me. Pretty soon he realized numbers meant something. He was a troubled child who had been in eleven schools by the time of the second grade. He is also a talented artist, although he moved again #12, he has a chance.

In the case I just mentioned he needs all the formal instruction he can get as well a play time with children his age. I think it might be informal, but he can draw all sorts of cartoons, Superman, etc and does it with ease. I think it is a natural born talent, too bad he has such a bad home life.

 

Sure hope I covered everything, I am just not sure about the return on investment. I think if it works leave it alone and let the higher-up worry about the budget. The main objective should be to get the students to learn how to think for themselves. Above all else, be creative.