Evaluation of Educational Needs and Programs

Jamila Colbert

Lyndsay T. Goeckeritz

Donald McFatridge

Tamala J. Thomas

FRIT 7237 - Fall 2016

Implementation Evaluation
The project of problem-based learning (PBL) and the New State Standards
for Mathematics (NSSM) are a result of a collaboration with Great Southern
University (GSU) and the Braxton County School System. An implementation
plan for evaluation should be completed to measure if the goals of this project are
being met during initiation that comply with what has been set forth in the initial
plan. The implementation evaluation for this project will then have to focus on the
queries noted in the chart below.
To ascertain the conditions of the questions in the chart, methods for
collecting implementation data will focus on analysis of documents, as well as,
focusing on surveys and interviews of the participants. To thoroughly provide
inside thoughts and information, surveys will be used with participants realized
needs as it relates to the workshop content. These surveys will also be used to aid
any further planning support or extra activities acknowledged by the participants.
Eventually, interviews and more formal focus groups will give data that is more
inclusive of the quality of the workshop and support activities and if they were
aligned with the program’s initial inception plan.
 Implementation Activities Timeline/Frequency
Questions
Were the initial • Informal •
experiences and evaluations will be June 25, 2015 -
follow ups conducted during • Introduction and NSSM.
implemented as professional June 26, 2015 -
planned? development. Identification of
• Teachers will • Mathematics in content.
perform self- Fall 2015 - Teachers’
evaluations of Selfevaluation
learning modules.
What is the quality Math reviews, math • June 27, 2017 - PBL
of the initial standards, math industries, and Instructional
program activities? and electronic Design. Identification
communications will be and review of
used. mathematics in content.
• June 28 - 29, 2015 -
Instructional
Technology, idea
sharing, PBL module
creation, planning for
implementation, and
evaluation.
• July 2-20, 2015 -
Refinement of PBL
modules through
electronic
communication between
GSU and teacher
participants.
Who were the • Participants for this Recruitment took place during
participants and professional the 2015-2016 school year
how were they development were from a pool of elementary,
recruited? teachers, faculty, middle, and high school
consultants, local educators.
businesses, industries,
and GSU.
• All participants were
recruited through
email and paper
mailing.
Fall 2015 or early 2016 -
What is the quality Teachers will do self-
Post workshop debriefing
of follow up and evaluation surveys and
meetings and follow up
support activities? activities.
interactions.

Summative Evaluation

The summative evaluation will help answer the following questions:

• To what extent were teachers able to develop PBL modules that were

connected to local businesses and industries, aligned with NSSM, and

incorporated appropriate uses of technology?

• To what extent were teachers able to implement and evaluate those

modules?

The first question above is based on the first 3 objectives and the second
question above is based on the 4th objective described in the initial program plan.
The data sources that will be used for the outcome evaluation will be the Module
Evaluation Rubric, NSSM Standards, and participant surveys. The summative
evaluation will take place in fall 2015 after full implementation of PBL Modules
and implementation data has been compiled.
 Evaluation Questions Objective Indicator Data Source
To what extent were Create PBL Module
teachers able to develop Modules Modules pull evaluation
PBL modules that were based on from content and rubric.
connected to local local processes from
businesses and industries, businesses local businesses
aligned with NSSM, and and and industries.
incorporated industries.
appropriate uses of
technology? (Objective 1)
To what extent were Create PBL Content of Module
teachers able to develop Modules Modules evaluation
PBL modules that were aligned with including tasks rubric; NSSM
connected to local NSSM and assessments standards.
businesses and industries, Standards. are aligned with
aligned with NSSM, and the appropriate
incorporated appropriate NSSM standard.
uses of technology?
(Objective 2)
To what extent were Integrate Effective use Module
teachers able to develop technology of technology evaluation
PBL modules that were into PBL is rubric.
connected to local experiences. incorporated
businesses and industries, into PBL
aligned with NSSM, and Modules.
incorporated appropriate
uses of technology?
(Objective 3)
To what extent were Implement Recording of Participant
teachers able to implement and then implementation interviews
and evaluate those modules? evaluate and self- and surveys;
(Objective 4) PBL evaluations. Focus groups;
Modules. Likertscale
questionnaire.
Data Collection Schedule

Data Set Date of Collection Collected Outcomes measured:

Collection Method by:
Pre- Fall 2014 Google Form GSU Baseline data; assessing
Workshop survey Faculty teachers’ prior knowledge
Survey response of PBL (math & NSSM).
format.
Post- July 2015 Google Form GSU Growth data; measuring
Workshop survey Faculty teachers’ learning and
Survey response knowledge of PBL (math
format. & NSSM).
Project July 2015 Responses GSU Project Leaders
Leaders and recorded via Faculty perspective on the training
Participant Google Doc. and feedback from
Interviews participants; incorporating
technology.
Fall 2014 Digital Evaluation Effectiveness of training
Analysis of
Rubric Team and learning outcomes;
Teacher
July 2015 knowledge of PBL (math
Produced
& NSSM); incorporating
Lesson Plans
technology.
Participant Fall 2015 Responses Evaluation Collaborative discussion
Focus Groups recorded via Team and clarification of
July 2015 Google Doc. misconceptions; progress
monitoring; incorporating
technology.
Module July 2015 Digital Evaluation Participant feedback;
Evaluation Rubric Team conceptual understanding
Rubric of PBL.