Assessment & Evaluation

Interview Analysis

Analysis Presentation
Jennifer Martinez,
Marilyn Brown &
LaKisha Washington
CUR/528
July 6, 2015
Susan Kater

Overview
Interviews were conducted from three principal areas:
Instructor

Training Facilitator

College Faculty

The Interviewees

Rick Viers
U.S. Navy
Facilitator

Mary Sanders
School District
Trainers

Charlene
Blount
UOP
College
Faculty

Areas of Comparison
Purpose of Assessment

Development Process

Implementation Process

Analysis of Assessment & Evaluation

Purpose of Assessment
What is the purpose of assessment in your current role?
Military Instructor

Training Facilitator

College Faculty

To support effective
teaching and improve
student learning

To assess the analysis

of students leaning
rates, critical thinking
skills and standardsbased achievement
levels in relation to
progress against peers.

Assessments are
used to gauge grades,
performance,
productivity and
overall student
learning outcomes.

Purpose of Assessment
Who determines when assessment are done?
Military Instructor

Management makes
the decision on how
often the
assessments will take
place

Training Facilitator

College Faculty

Teachers will determine

when assessments are
done. Standards are
set by the board of
education and its the
responsibility of the
teacher to make sure
students are assessed.

The Dean determines

when assessments
are performed, all
changes require dean
approval.

Development Process
How do you create an effective assessment?
Military Instructor

Training Facilitator

College Faculty

An effective
assessment is created
by recognizing the
multiple roles of
assessment, and
understanding the
powerful motivating
effect assessment has
on students

An effective
assessment is created
by measuring where the
students are, and
evaluating if the
concept needs to be retaught. Teachers use
test scores to gauge a
students academic
strengths and
weaknesses.

The college allows the

need to create the
effectiveness By using
focus groups,
research and surveys.

Development Process
Who are the participants responsible to conduct assessment?
Military Instructor

The instructors that

provide training
materials to the
students, are
responsible for
conduction the
assessments.

Training Facilitator

The teachers,
Instructors, Learning
Specialist, Principals,
and Psychologists are
responsible for
conducting
assessments when
needed.

College Faculty

The Faculty and

Academic Affairs who
is the liaison between
faculty, the dean, and
students.

Implementation Process
How important is the implementation of assessment findings?
Military Instructor

Training Facilitator

College Faculty

To measure the
effectiveness of each
teacher, categorize
and rank teachers,
reward those at the
top, and replace those
at the bottom.

Very important, once an

assessment has been
done, take the
information and develop
a form of intervention or
strategies to help
students be successful.

Assessment findings
are the core of an
effective program,
most changes rise
and fall with
assessments.

Implementation Process
How do you measure the assessment results?
Military Instructor

Training Facilitator

College Faculty

We should measure
the understanding of
their new knowledge
application, and their
ability to conduct the
job.

Determine area where

the students are
proficient. Assess prior
knowledge; examine
how students scored in
each category.

The results are

measured by surveys,
questionnaires, and
workshops.

Analysis of Assessment
How do you measure the assessment results?
Military Instructor

Once all evaluation

procedures are
completed and all
personnel involved
agreed on how to
conduct the
implementation

Training Facilitator

Implementation should
take place immediately,
once everyone on the
team has verified the
strategies.

College Faculty

Implementation
should take place
immediately after
research. Its most
effective with fresh
information.

Analysis of Assessment
Who should participate in the assessment evaluation?
Military Instructor

Training Facilitator

College Faculty

The instructors that

participated on the
assessment and
management that are
making decisions that
can affect the training
development and
curriculum.

All team members, the

principle, parents,
Learning specialist and
other teachers who has
taught the same
standards to check for
more strategies.

Faculty, they are the

ones that have to
reach the curriculum.
We currently have
75% say so.

Supporting Research
Facilitators
Are not necessarily a content expert
Are experts in many forms of group process
Often helps the group to define and verbalize its own
outcomes

Supporting Research
Trainers
Are content experts
Continually develop new methods to help participants
achieve specific learning outcomes
Allow each learning group establish its own learning
outcomes

References
Best, J. W., & Kahn, J. V. (1989). Research in education (6th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Graba, J. P. (1989). Contemporary challenges for two-year post-secondary industrial education. Journal
of Industrial Teacher Education, 26 (2), 13-21.