2. AMBIENT Evaluation Did it make a difference? Hilarie B. Davis, Ed.D. Hilarie@techforlearning.org

3. What is evaluation?

5. The problems that exist in the world today cannot be solved by the level of thinking that created them. Albert Einstein

6. The year is 2005 and you find yourself at University of Miami. You are meeting people from all over because … Problem Based Learning

7. You have been selected as an AMBIENT teacher. You will be learning about how to teach environmental health. The Scenario

8. The problem is we need to know what difference this makes? What is the effect on your teaching and your students’ learning? The Problem

9. Your mission, if you choose to accept it, (which you have by signing showing up :-) is to … The Task

10. The Task: Your Mission 1. Identify what you and your students need 2. Identify the AMBIENT resources to meet those needs 3. Describe how you use the resources and who you will use them with 4. Plan to measure, describe and report the effect (evaluate)

11. What questions do you need to answer to use AMBIENT to make a difference? What do you need to know to show you made a difference - to measure the effects of your activities on the needs? Think - List your questions (1 min) Pair -Share with one other person (2) Share with whole group (4) Self-Assessment

12. What do you know about evaluation? (3 minutes) Jot down a definition - individually Rate yourself on how comfortable you are 1-4 (most) Rate yourself on how knowledgeable you are 1- 4 Self-Assessment

13. Step out of your medium

14. If you live in water, you don’t notice it because it is all you know Effective evaluation causes you to stop, reflect, find an audience (not a water dweller) and talk about what you learned

15. In order to do evaluation, you start with the goals Environmental Health, Toxins, Ethics  Increase student knowledge  Increase student interest  Increase student interest and knowledge in careers  Increase teachers use of inquiry through professional development

16. Evaluation is central to Inquiry  Evaluation makes learning more effective.  If you know what you need (needs assessment, pretest), then you are focused on learning.  When you check on what you know (outcomes assessment, posttest, project analysis), you reflect on what you know, how you know and its value, so you consolidate what you learned.

17. The Goal: Know, Value and Use Environmental Health  Pre/post on your knowledge of Env Health  Your use of AMBIENT  Your use of inquiry  Pre/Post on your students’ knowledge, interest and careers environmental health

18. Here is a printout of the results of our recent standardized tests and here are the same results printed with a very small hard-to- read font, to make the implications less obvious.

19. You Have Anonymity and Confidentiality

20. Not everything that can be counted counts, and not everything that counts can be counted. -- Albert Einstein

21. Formative - Summative Write it down, Take Pictures How are we doing? (formative) Checking in, being honest, critical friends How far have we come? (summative) Facing the music - benchmarks for progress, pre/post

22. What is good evidence of effect? Think Power Reflection Evidence + reflection Evidence + reflection + context Evidence + reflection + context + comparison Think Quality Self-report - how you think and feel Products rated on standard rubrics - by multiple people What, when, where, how and why you did it, what you think of it, what people produced Compare people’s results based on if, or how much they participated

24. Now what? Plan to tell your story (context) with evidence - numbers (ratings, tests) and artifacts (examples with ratings) with evidence - numbers (ratings, tests) and artifacts (examples with ratings)