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

In my research I started reading about the Snyder Evaluation Model.  The Snyder Evaluation Model involves participants in the evaluations. The Snyder Evaluation Model has three phases: process evaluation, outcome evaluation and short cycle evaluation and the three cycles build on each other for a complete model.  The process evaluation is simply analyzing the process to allow participants to see how their activities helped with their goals.  The second phase, outcome evaluation, uses the information from the first phase to determine the effects of the activities.  The third phase, short cycle evaluation, gives time to reflect on the outcomes and make changes to the evaluand, or what is being evaluated. 

This model could be used to evaluate instructional design in many different subject areas and grade levels.  I could even use this model with my kindergarten students in the form of picture surveys or individual interviews.  I often use an iPad during my guided reading lessons to allow students to work on word wall words on the chalkboard application.  I could easily conduct an interview with my students after the lesson to ask them to explain to me how using the iPad application helped them learn the word wall word. How they responded would help me determine the outcome: did they actually learn the word? Finally I would ask them if they preferred the chalkboard application to an actual chalkboard or whiteboard.

The next evaluation model that I read about was the Logic Evaluation model.  This model is very similar to the Snyder model as far as phases go.  The Snyder model is more participant based than the Logic model.  Depending on the variation that you use there are four to six steps for the Logic model.  For this blog I will explain the basic four: situation, input, output, and outcomes.  The situation step allows for explanation of what the purpose of the project.  The input phase evaluates the resources that are put in to make the project successful. During the output portion of this model, the activities are evaluated based on the impact that they had.  The final portion of this model, outcomes, allows for evaluation of short term, medium term and long term impact that the project had or could have. 

I would like to use this evaluation model for a science unit on living and non-living things.  The situation would be students learning enough characteristics to classify different organisms and objects into two categories, living and non-living.  Under the input portion of this model I would evaluate my materials: books, videos, slideshow presentations, picture cards, etc. For the output portion of this model I would evaluate how well the student learned the lesson and how they will be able to apply that knowledge to the same concept in a more advanced setting.

While it is important to know whether or not the instructional design is more effective or at least as effective as traditional methods as well as taking student satisfaction into consideration, there are other questions that an evaluation should help answer. 

1.    Is the project developmentally appropriate?

2.    Are the objectives met?

3.    Is the project relevant to learners?

4.    Is the project learner centered?

5.    Are the learners given opportunity to apply knowledge?

6.    Is the program cost effective?

There are too many questions that if answered could greatly benefit instruction to really give a complete list.  I think the most important ones focus on the learner.

Let me imagine this… Resources are scarce, it’s a time of economic decline and I’m in charge of developing a series of professional development sessions focusing on technology use in the classroom?!?

Sounds like a tall order but it can be done. Using the Situational Leadership approach requires the leader to change their style to fit the situation and that is exactly what I would have to do. The Situational Leadership approach is based on three factors: the amount of guidance and direction a leader gives, the amount of socio-emotional support the leader provides and the readiness level that followers exhibit in performing the specific task.  I would begin by assembling a team of colleagues that are well educated on the use of technology in the classroom and would be excited to give their time to a project like this.  I would meet with them and discuss what the goals and limitations are for this project, all the while emphasizing open communication between all team members.  Since I would be on a limited budget, these team members and their time are my main resources for this project.  I would rely heavily on their creativity to help me develop the professional development sessions and in following the four phases of Situational Leadership, my directions would taper off.  I would make sure to keep the lines of communication open for the course of the four phases. Together, we would work to complete this project with only using the technology resources that are available to us and focus on topics that the team members are confident in and knowledgeable about.  Since we are in an economic decline, we would have just been in an economic peak and should have some resources to use.   I would encourage my team to focus on professional development topics that are relevant to the teachers and could easily be used with outdated technology but also applied to new technology in the future. 

 

 

References:

http://learningforsustainability.net/evaluation/scale&intensity.php

http://learningforsustainability.net/pubs/cjds.html

http://www.aral.com.au/resources/snyder.html

http://www.idrc.ca/uploads/user-S/10553606170logframebib2.pdf

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html