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Final Project
Implementation Evaluation
Program impact in terms of results is important, however it is equally important to assess
how and to what degree a program is implemented to gain a deeper understanding of a program
as a whole, as well as to ensure the integrity of the program. Careful observation of program
implementation methods allows evaluators to more effectively assess observed outcomes
(Duerden & Witt, 2012).
The project at the focal point of this evaluation is a collaboration between Braxton
County Schools and Great Southern University. It consists of a professional development
experience designed to prepare teachers in grades 6, 7, and 8 in Braxton County, Georgia for the
implementation of the New State Standards for Mathematics (NSSM). The goal of the project is
for teachers to gain a deeper understanding of how mathematics is used in business and industry,
for teachers to learn new methods of learning, and to assist teachers with the use of instructional
technology. The Implementation Chart shows how the need for the project was assessed and a
plan for roll-out in the schools.
Implementation Evaluation
How was the need
of a project
determined?
Summative Evaluation
Summative evaluation is often associated with more objective, quantitative methods of data
collection, is linked to accountability, and recommends using a balance of both quantitative and
qualitative methods in order to get a better understanding of what your project has achieved, and
how or why this has certain outcomes occurred. When conducting a summative evaluation on the
New State Standards for Mathematics and Problem-based Learning Grant Funded Project,
evaluators use and complete the following table and rubric to determine the quality and
effectiveness of activities, project goals, and specific objectives.
Summative Evaluation
When
What:
The goal of this project was to prepare teachers to create and utilize authentic,
What were the objectives mathematics learning experiences, which incorporate NSSM and available
and/or goals?
instructional technologies.
Who:
An assessment of need for this project was conducted, that included a discussion
Who are the program
with Braxton County Schools personnel, a survey of Braxton County mathematics
participants and how were teachers, and an examination of recent student CRCT data; Pool of Math teachers of
they recruited?
(Results):
To assess the quality of
the initial program
activities, whether the
project has met its goals,
whether there were any
unintended consequences,
what were the learnings,
and how to improve.
Follow Ups:
Pondering
Questions/Suggestions:
Quantitative
Questionnaires
Surveys
Observations
Qualitative
Focus Group
Assessments Given and Results
Self-Evaluations
How did this program affect students with disabilities? Failed to identify or Missing
important technology resources to implement for Americans with Disabilities. Was
technology required for teacher and students to use if so, what kind? Develop an
explicit needs assessment inventory for technology, equipment, or software needed.
This was a grant funded project, but how much was the grant for and what was it
suppose to cover. Funding resources are not mentioned.
Data Set
Date of Collection
Instrument Already
Developed
Data Collected By
Students examination
May 2015
Yes
Project team
June 2015
No
Project team
Observations
Sept 2015
Yes
Project team
Questionnaires
Sept 2015
No
Project team
Focus Group
Oct 2015
No
Project team
Given Pre-Assessments
Oct 2015
Yes
Project team
Observations
Yes
Project team
Focus Group
Nov 2015
No
Project team
Dec 2015
Yes
Project team
Self-Evaluations
March 2016
Yes
Project team
CRCT scores
examine PBL modules and implementation of technology by on site observations to ensure they
meet program objectives. External consultants will also review student work samples and their
alignment to NSSM and PBL. Great Southern University faculty and the external consultant
team will compare their findings in a summative evaluation for the implementation of the overall
project.
References:
Duerden, M. D., & Witt, P. A. (2012). Assessing program implementation: What it is, why it's
important, and how to do it. Journal of Extension, 50(1), 1-8. Retrieved from
https://www.joe.org/joe/2012february/a4.php