Section 3: Evaluating, Implementing, and Managing Instructional Programs and Projects

Evaluation Models

Two popular models for instructional design evaluation include the Judicial/Adversary Evaluation and Formative Evaluation.

The Judicial/Adversary Evaluation looks at all sides of an innovation. Both the positive and negative aspects of the innovation are presented and are considered by a third party. The third party will then make a decision as to whether the innovation will continue and within what parameters. This evaluation model shares many of the same concepts as legal adversary hearings, hence the name.

An easy way to evaluate my instruction using judicial/adversary evaluation is to elicit the help of the instructional technologist on my campus. As with all lessons, I am constantly looking at what went well, what didn’t go so well, and ways I can improve or change the lesson. The instructional technologist is a good authority on technology and often thinks of ways for me to improve or change the technology I use in order for me to better my instruction. For example, I like using book clubs with my students. Last year I used Studywiz with my book clubs, and it worked okay. Students were limited with what they could do as a learning community and lost their eagerness to participate in the discussions. After sharing with him what went well and where I would like to improve, he came up with the suggestion to use Edmodo. I am happy to say it went very well, and the students got much more out of the book clubs this year than they did last year.

Formative Evaluation is simple to define. Formative evaluation is evaluation that occurs as the process or action is happening. The process is the focus of this type of evaluation.

I would say most teachers use formative evaluation daily. For example, as I’m teaching first period, I evaluate what is working and what is not working in my presentation or process of teaching a lesson. If students don’t seem to grasp a concept using one method of teaching, I will switch to another one until I find one which will connects the process with the learning objective.

Figure 1 below shows how the use of formal evaluation evidence can be blended with other sources of evidence and tested in practice through formative evaluation as a project or programme is implemented.

Figure 1: Evidence-informed practice and formative evaluation

http://www.scotland.gov.uk/Publications/2008/11/13103707/1

Technological Innovation

A recent technological innovation that I have been a part of is a student 1:1 laptop initiative. This innovation, and its adoption, has been based on perceived attributes. Perceived attributes refer “to the opinions of potential adopters who base their feelings about an innovation on how they perceive that innovation in regard to five key attributes—

·         Relative advantage – The laptop initiative was adopted because it gave educators a better way to provide instruction, and it provided students with more authentic and engaging learning opportunities.

·         Compatibility – The initiative was also consistent with views of administrators, teachers, parents, and students in that it would be beneficial to all in preparing them for the technologically advanced 21^st century.

·         Complexity – Since many of today’s students are used to computers and have their own, the laptops fit into what they knew and were comfortable with using.

·         Trialability – Teachers had the opportunity to try out the laptops before they were used in the classroom.

·         Observability – The laptops have had both observable and measureable benefits in instruction and learning outcomes.

Although the laptop initiative has proven to be successful, there are a few who have been resistant. There are some who have an attitudinal barrier to the laptops because they can no longer go to their file cabinet and pull out their lessons. Instead of wanting to develop new lessons to incorporate the laptops, they want to continue to use traditional teaching methods. Also, for some, there seems to be an issue with complexity. A few teachers lack the knowledge and skills needed to use some of the Web 2.0 tools, but instead of trying to learn, they revert back to their old methods. Finally, there are still some who engage in routinization because they lack the time commitment needed to fully integrate the new technology.

Overall, the 1:1 initiative has been successful for both students and teachers, and I look forward to the day that technology is fully integrated into all of the classrooms.

Situational Leadership

As school districts continue to tighten their budgets, more and more teachers will be called on to share what they know and to lead professional development projects. If I were asked to lead a series of technology based professional development sessions, I would try to lead small groups with no more than 20 participants. One thing I have observed over the years is the lack of attention many teachers pay to presenters. Teachers and administrators are known to engage in conversations when they should be listening. Working with a small group would help prevent some of the off-task behaviors. If small groups are not possible, it would be important to have at least one other person who could walk around and assist while I was instructing. In addition, it will be important to make sure I chunk the material into manageable sections. Too many times presenters cover too much material with not enough time to explore the technologies being taught.

At the beginning of instruction, it will be important to be friendly and enthusiastic, but it will be more important to be direct with clear and specific instructions. This will not only help establish the correct learning environment, but it also will give teachers in attendance clear and specific learning goals. Before moving on with the next phase of instruction, I would give some type of formative assessment to make sure everyone was clear with the instructions.

During the next phase of instruction, I would build on their confidence by easing back and giving them more freedom and flexibility. It will be important for me to watch as they try out the new skills or concepts. Answering questions and helping them when needed will be crucial to the success of this phase.

The third phase involves looking at what they have created or designed and praising them or offering them constructive feedback. Listening to what they have to say about their experiences with the technology and providing encouragement will make the transition into the final phase successful.

Finally, it will be important for me to let them work and to continue to answer questions if they have any. My role at this point is as a monitor. I would ask for willing participants to share what they have learned and/or created which will hopefully spark additional ideas in the others. Finally, I would ask for a reflection from each participant. I would like to know if they felt as though they met the learning goals/objectives, and I would suggestions on ways to improve the instruction.