Monday, April 17, 2017

Assessment and Evaluation Practice

Assessment and Evaluation Practice
EDIT-5317/David White, Ed. D.
April 2, 2017
Edward Stephen Pfister

Assessment and Evaluation Practice
Assessment of Behavior
During my presentation, I will be evaluating the behavior of the audience. If I start to notice a lack of attention, or see any confusion, I will ask the audience questions about the current topic, to help bring them into the conversation. I will verify that everyone is understanding concepts before moving on to the next. Time will be built into the schedule to allow for this.

Questionnaire/Survey

Upon completion of the course, a survey will be sent out to the team members to solicit feedback on how well the training went. The team member will have the opportunity to provide comments, as well as rate each concept based on who well they learned it. There will also be a light quiz in the survey. The results will have no bearing on the team member, but will show what level of understanding the team has left with.

Reading Check #5 - Using Evaluation to Enhance Programs

Reading Check #5
EDIT-5317/David White, Ed. D.
April 16, 2017
Edward Stephen Pfister
Chapter 13

  • A basic model for formative evaluation
    • Purpose - Why is it being conducted?
    • Audience - Who will receive the results?
    • Issues - Are there any questions or concerns?
    • Resources - What is needed to create the evaluation?
    • Evidence - What data and information is needed?
    • Data-Gathering Techniques - How can the data and information be collected?
    • Analysis - How will the evidence be analyzed?
    • Reporting - Where will the results be reported?
  • Types of formative evaluation
    • Connoisseur-based studies - uses subject matter experts and consultants
    • Decision-based studies - provide information about particular questions
    • Objectives-based studies - investigating how well the objectives are being met by the instructional material
    • Public relations-inspired studies - used to solicit support or backing by making results known
    • Constructivist-oriented process - removes limitations of traditional testing
  • Stages of formative evaluation
    • One-to-one trials with individual learners
    • Small-group trials with a more developed version of the instruction
    • Examines the use of the instruction with a full-sized learner group in the field
  • Determining program outcomes
    • Evaluation vs. research - figures out how course objectives were met
  • Program effectiveness
    • How well did the students meet their objectives?
    • Determining effectiveness can be completed with similar techniques as with formative evaluations.
      • Pre-tests, data collection, etc
  • Program efficiency
    • Learner time required
      • Can the learner complete the learning in the allotted time?
    • Faculty and staff required
      • How many members of faculty and staff are required to facilitate the learning?
    • Use of facilities
      • How much time is required using the facility?
  • Program costs
    • Developmental costs
      • What are the costs involved in developing the course
    • Operational costs
      • How much will it cost to administer the course?
    • Instructional cost index
      • What is the cost per learner? This can be determined if we know the developmental costs and operational costs.
  • Confirmative evaluation
    • Approaches to confirmative evaluation
      • Learner-oriented approach
        • Relatively low cost approach to find out learner’s value from course
      • Context-oriented approach
        • More flexible for when the desired value and objects of the course change over time
    • Educational programs
      • Usually measured with statewide or nationwide testing
    • Training programs
      • Must evaluate:
        • Appropriateness of the training
        • Competencies of employees
        • Benefits to the organization
  • Reporting results
    • Careful attention should be given as this step can determine the future of the course

Monday, April 3, 2017

READING CHECK #3: Carroll's Minimalist Instruction:

What are some procedures for which minimalist instruction is a good choice? Why?
Coding websites is definitely a procedure that can be taught using minimalist instruction. Most developers prefer this teaching method, as it allows them to dive in and actually see what the code they wrote outputs in a browser. There is definitely some instant gratification for the users. Also, web development platforms are often setup with a testing environment. This allows programmers to see the code in a test environment before actually pushing the code to the live website. While this is put in place to provide minimum downtime of the site, it works great as a learning and experimental sandbox as well.
Training a server to wait tables is another good procedural example that can be successful. While there will likely be some book work, like learning the menu, a lot of the procedure involved with waiting is better to learn hands on. Showing a trainee how to make tea, or ring in an order is great, however, they need to actually do it a few times and gain the the muscle memory before they work a busy shift.
Another example of a procedure that is great with minimalist instruction is learning guitar. Most guitar instruction happens by showing a learner how to play chords or notes, while they actually play them on their own guitar. This is another example where muscle memory is the key. One can learn techniques, chords, and note progressions, but they must practice actually playing them in order to develop the muscle memory that allows them to focus and play a song while distractions are near by.
How about, what are some procedure for which minimalist instruction is a poor choice? Why?
Heart surgery is probably a procedure that should have more than just minimalist instruction. I'm sure there may be a couple parts of the surgery that could use minimalist, but heart surgery as a whole would not be something that a surgeon would want to learn as they work. The surgeon should have already learned the biology and anatomy around how a heart and it's connected pieces work. They should have studied books and charts, with pictures and diagrams. They will should also be practicing on inanimate bodies before moving into the actual real surgery. Obviously, they wouldn't want to learn with minimalist instruction because, well, people will die. 
In your context, what instructional strategies can be used in minimalist instruction?
I like to use a method that I picked up as a trainer in restaurants and bars, "Tell, Show, Do, Review". In this method, a trainer would start by briefly telling a trainee what they will be doing. They then show the trainee how to do the task. Next, the trainee will have to do the task. Afterwards, the trainer and trainee will discuss and review how the task went. A good example of this would be training a bartender on how to make a drink. When starting, it helps to tell the bartender a little bit about the drink. For instance, the trainer might start with telling the trainee, "This margarita is special because it uses our top shelf, local tequila, fresh squeezed lime juice, and comes in a signature margarita glass." The trainer will then perform a walk through of how to make it, telling the trainee the steps, and announcing what they do as they do it, "Start by filling a shaker with ice. Add 1 1/4 ounce of tequila..." Next, the trainer will have the trainee make the drink, discussing what they are doing as they do it. Finally, the trainer will try the margarita, and will provide feedback on how it turned out. This will also be the opportunity for the trainee to ask questions. It's important to make sure that the "Review" has the opportunity for open dialogue. It should be a retrospective discussion about how the drink was handled.