SELECT A SINGLE EVALUATION TYPE THAT YOU BELIEVE WOULD BE IDEAL FOR YOUR PROJECT. DESCRIBE THE AUDIENCE AND THE INTENDED OUTCOME OF THE EVALUATION.

SELECT A SINGLE EVALUATION TYPE THAT YOU BELIEVE WOULD BE IDEAL FOR YOUR PROJECT. DESCRIBE THE AUDIENCE AND THE INTENDED OUTCOME OF THE EVALUATION.

Select a single evaluation type that you believe would be ideal for your project. Describe the audience and the intended outcome of the evaluation. Provide examples to support the benefits of the selected evaluation type over the others. Examine the different evaluation instruments that are used to measure outcomes. Propose examples of two (2) outcomes for your project and specify the manner in which you would use two (2) different evaluation instruments to measure them.

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CHAPTER 11: The Many Faces of Evaluation

GETTING STARTED

You are asked by a school system to evaluate a new health sciences program that it has purchased to teach an Advanced Placement (A) statistics course via asynchronous instruction to high school juniors and seniors. Before you design the evaluation, you first determine what questions the school system is trying to answer. Because the program is “complete” as purchased and implemented (i.e., it cannot be easily modified because of the license), summative rather than formative evaluation is desired. But the program hasn’t been used enough to justify conducting a confirmative evaluation. The teachers and administrators involved with the program indicate that, aside from issues concerning cost and training requirements, their main interest is on completion rate, attitude toward teaching and taking a course via distance education, and ability to pass the APA exam for college credit.

To increase the validity of your findings, you decide to use multiple data collection instruments, including a teacher survey and interview, student interview, parent interview, student attitude survey, and a test of student learning of statistics principles. For the last two measures (attitudes and learning), you also arrange to assess control students who attend schools similar to those of the program students. In constructing the test of learning, you create some criterion-referenced sections to determine the percentage of students who have mastered particular program objectives. One performance-based section asks students to demonstrate how to calculate a t test. You also create some norm-referenced sections especially designed to compare program and control students on knowledge and application of key formulas and concepts. Your synthesis of results from these multiple data sources will form the basis for your conclusions about the effectiveness of the program for achieving the district’s objectives for both an AP course and for offering courses via distance. A member of the school board, however, asks why the evaluation contains “so many things.” What would you say to defend the use of multiple measures? What would you concede to be disadvantages

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