Developing Evaluation Instruments

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Presentation transcript:

Developing Evaluation Instruments

Evaluations Formative – How are we doing? Summative – How did we do? Confirmative – How are we still doing?

Formative Evaluation Even excellent plans and concepts can be improved Gauge success by classroom program presentation Informs the instructor how well instructional package is serving the objectives as it progresses

Formative Evaluation Program of instruction is evaluated through Test results Learner reactions/comments General observation of learners during class Subject-matter expert reviews Colleague suggestions Quality control of the development process

Formative Evaluation Questions that may be asked Level of learning acceptable compared to objectives? Learners using knowledge to perform skills? Time element acceptable? Activities appropriate? Tests measuring objectives?

Summative Evaluation Measures success of major outcomes Usually follows all instruction, projects and testing in a program

Summative Evaluation Measures Learning efficiency (material mastered/time) Program cost (Development and delivery) Continuing expenses Student comments/reactions/evaluations Long-term benefit of program

Confirmative Evaluation Although instruction initially effective, some problems appear over time Tracks learner experiences over time to judge program’s validity Relies upon numerous data-collection instruments (interviews, performance assessments, etc.)

Confirmative Evaluation Questions to investigate Do learners continue to perform correctly over time? Do materials still meet original objectives? How has technology and/or resources, trends, and attitudes changed since inception? How to best meet clients’ needs over time?

Confirmative Evaluation Changes needed in materials? What are the costs? If instruction not working as well as before: Should instruction continue as is? Should it be revised? Should it be terminated? What might replace it?

Validity The test assesses what it is supposed to measure – For example: Performance tests assess processes and outcomes relating to skills or competencies Course attitude surveys need to measure reactions to the course

Reliability The test will produce consistent results whenever used More questions relating to specific objectives = more reliable test Standardized delivery of test Scoring methods – the less subjective, the better

Pretesting Judges the learner’s preparation to study the material (course or topic) Determines competencies already mastered

Testing for Prerequisites Standardized paper-and-pencil test Performance observations Questionnaire (Looks at learner background, training, and experiences) Review of past work experience Interview past supervisors/managers

Objective tests Multiple choice True or False? Matching items

Constructed-Response Make learner plan answers and express them in their own words Short-answer Essay questions Problem solving

Skills and Behavior Actions observed Process, product, or both? Constraints/limitations? Testing conditions simulated or realistic?

The Rubric General assessment of overall product Certain elements attain points More objective tool From Designing Effective Instruction 4th Ed., Morrison, Ross, & Kemp, 2004.