1. Perspective Interview: Sofia Perez
Krista Jackson
CUR/528
Justin Atwood
September 28, 2015

2. Purpose
Assessments and Evaluations need a purpose, or there is no reason to conduct as assessment or evaluation. What is your purpose?

3. The Purpose of Assessment & Evaluations in Instructional Design
To ensure the students have knowledge after the assessments.
To ensure the students have “actually learned” the information.
To look for evidence
What is the purpose of the assessment and evaluations used for your training department in Instructional Design?
(Answer: To ensure students have knowledge and learning. Assignments and learning activities, weekly assignments to assess the understanding of students, and if they learned the information for that particular week for evaluation. (Perez, 2015).)
To ensure the students have knowledge after the assessments.
As an instructional designer you need to make sure the content is knowledgeable after the assessment and evaluation.
To ensure the students have “actually learned” the information.
As an instructional designer you need to assess that the student did learn the content. Evaluating assessments can show you if the student learned the information or just regurgitated the content.
To look for evidence.
Weekly assignments are assessed to get a better look at for evidence that the student learned for that particular week.

4. Specific Needs Addressed Regularly
They do not focus on needs assessments
They are just the creators
The focus is more on creating, but to make changes you do have to evaluate the assessments.
2. Are there any specific “needs” that are addressed or evaluated regularly?
(Answer: We do not pertain to needs assessments. We just create the assessment, and we ensure that in those assignments are understood by the students. (Perez, 2015).)
They do not focus on needs assessments.
They do have to focus on needs assessments in some way though because they do assess what changes they need to make to improve the programs.
They are just the creators.
Instructional designers create the assessments for the programs.
The focus is more on creating, but to make changes you do have to evaluate the assessments.
The focus as an instructional designer is to create, but they do have to go back and evaluate what happened in those assessments. Evaluating them is very important to find any changes that should be made. This leads back to the idea that those changes are technically a form of needs assessment because they find “needs” that are not being addressed.

5. Development
You have to find out more about your purpose by the processes of development.

6. Prior Research?
Yes
Research used for content they need to learn that week.
Uses industry standards
Previous assessments No
Fresh new assessments for a follow-up
New information to address, so a new assessment is needed.
3. Do these assessments or evaluations have prior research or information?
(Answer: They could be research of content of what they need to learn that week. Looking at industry standards to follow. We use fresh new assignments or they are created from a previous assignment or a follow-up. (Perez, 2015). )
Yes
Research used for content they need to learn that week.
Prior research is done for content they need to learn that specific week to go along with the program with some type of organization.
Uses industry standards for the assessments
Previous assessments
You can create, change, and edit changes to a previous assessment, and this would be considered prior research. No
Fresh new assessments
There many be a need for a fresh new assessment, and a follow-up after to see how effective the new assessment was for students.
New information to address, so a new assessment is needed.
If there is new information, changes happening in the degree outside of school, or an assessment with irrelevant data you should create a new assessment. The new information or perspective can be a good change for the students.

7. Collecting Data Surveys Quantitative Qualitative
How many are sent out?
How many do you get back?
4. How do you collect your data?
(Answer: End of course surveys for students and faculty, respond to the curriculum, and what is effective and useful. Signature assignments collect quarterly data for the assessments of how well the students are learning the objectives we have for them. Signature assignments may not be in a mastery level, but they show the student learned prior from the course and in the current course. (Perez, 2015). )
Surveys
Quantitative data
(Specific descriptions to questions to the assignments that are given out for the content and if the content worked or not. (Perez, 2015). )
Surveys students and faculty fill out have spaces to type out a response for descriptive data of the question asked
Qualitative data
Signature assignments because they show if the students are learning and can be put into a number or percentage.
Student grade averages because it shows a number to see how well they are learning.
On the surveys for students and faculty they have a rating scale. This is another form of qualitative data because it can be put into numbers.
How many are sent out?
It depends on the class itself because of how many students are in the class.
There is a system in place that collects the data and stores it, and it is looked at after gathering the data for a year.
How many do you get back?
All of the faculty turn in their surveys for the class. (Perez, 2015).
Students have an average of 80 to 90% for filling out the survey for the class. (Perez, 2015).

8. Collecting Data Cont. Target Population Stakeholders
How much time is allotted?
5. Who are your target population and stakeholders?
(Answer: Students are the target population, and students and facilitators are the stakeholders. (Perez, 2015). )
Target Population
Students are the target population because the assessments are for the students in the classes.
Stakeholders
Students, facilitators, instructional designers, the institution, people working or affiliated with the university, and the community
6. How much time is allotted?
(Answer: Depends on the course because courses can have more than one assignment in the week. First we work on the project, subject matter expert to work with, objectives for the course, looking into the topic of the objective, the content reading, learning activities, and additional readings or videos. Then you create the assessments when you have done all of the objectives. (Perez, 2015). )
How much time is allotted?
They work in quarters, and in one quarter they are working on five to six courses. (Perez, 2015).
They have two to four weeks to complete assessments. (Perez, 2015).

9. Implementation
How do you start?

10. Budget & Experts Two types of experts that are brought in:
Industry Experts
Content Experts
What is your budget?
What does the budget cover?
7. Do you bring in experts? If so, what kind of experts?
(Answer: Yes, industry experts and content experts, and they are called subject matter experts. Both ensure the content is relevant and current to the students. Ensures what content is needed in the course and relevant to the students. (Perez, 2015). )
Industry Experts and Content Experts
They are combined and are called subject matter experts. They make sure the content is relevant, up to date, and needed for the assessments.
8. What is your budget, and what does it cover?
(Answer: There is not a budget expect for subject matter experts. How many we can hire based on courses that we have for that quarter. They also incorporate software into the system for the assignments, and find software that pertains to the content. An example would be multimedia for assignments. We try to make it an interactive for students in electronic media. (Perez, 2015). )
What does your budget cover?
The budget is supposed to be for any expenses for the program. The university is already established and can afford experts, but they do not include anything else in the budget for Instructional Designers. The budget would depend on how many experts they have to hire for a quarter, or how much is left for the year for experts.

11. Protecting Privacy How do you ensure privacy?
What about personal information?
Do the students know about their privacy?
9. How do you protect the privacy of the students?
(Answer: We do not collect personal information. We just collect the assessments and surveys. (Perez, 2015). )
How do you ensure privacy?
Names or information connecting to the individual are not collected for surveys.
What about personal information?
Personal information is not collected at all for surveys or assessments. Assessments are collected, but they do not take any information on the individual.
Do the students know about their privacy?
Students have warnings before surveys that personal information is not collected. Any other information on privacy can be found on the website for students to look over and read.

12. Departments Leaders Instructional Designers Production Editors
10. What kind of departments do you have, and what do they do?
(Answer: There are leaders, instructional designers, and production editors that make up the department. (Perez, 2015). )
Leaders
They consist of the Academic Dean and the Program Deans that you would report your findings to at the end.
Instructional Designers
They are the people working on designing the assessments for the courses.
Production Editors
They design and edit the final product, but instructional designers can be a production editor too.

13. Analysis
Results are the most important part because in the end they will tell you what you need to know.

14. Analyzing the Data How do you analyze the data? What steps are taken?
What are you looking for?
11. How do you analyze the data that you collect?
(Answer: We collect and review all of the data, different traits or something to different assessments, organize on specific objectives, and determines if their content is not good for them. Shows if there is control or not. (Perez, 2015). )
How do you analyze the data?
Production Editors edit and help analyze the data with the instructional designers.
What steps are taken?
Collecting the data
Reviewing the data
Comparing to find relevant information
Organize by specific objectives
What are you looking for?
Looking for if the content is relevant
Students are exceling and improving in each assessment and course
Students are learning the information and have new and more knowledge

15. Analysis Findings Who gets to see the information?
Who do you present it to?
How do you give them the information found?
12. What do you do when you have your analysis findings?
(Answer: Present the information to the Academic Dean and Program Dean. It would be like a presentation of your findings. (Perez, 2015). )
Who gets to see the information?
The instructional designers who made the assessments.
The production editors for final edits
Yourself
Lastly, the Academic Dean and Program Deans
Who do you present it to?
The Academic Dean and the Program Deans because they will have the final decision. You present the data, findings, possible problems and solutions, and any additional content that would help the course or assessment.
How do you give them the information found? (What form?)
It would depend on the situation and what the Academic Dean and Program Deans would like to do. They may do a meeting and you can do a presentation, or they may just want the proposal or one-on-one meeting.

16. Conclusion Steps for assessments and evaluations: Purpose Development
Implementation
Analysis
Conclusion:
Steps for assessments and evaluations:
Purpose
Development
Implementation
Analysis
Make sure to collect enough data because the data is what is going to back up your findings. It shows if the students are understanding and learning the content presented in the assessment. Follow the steps in order to get a good assessment and evaluation for the students to use in the end. The students learning the content with the assessments helping them is the most important part.

17. References
Perez, S. (2015, September 25). Instructional Designer at University of Phoenix. (Krista Jackson, Interviewer)