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Evaluation is a Partnership

This workshop discusses the importance of evaluation, the balance between reality and rigor, direct and indirect measures, and the relationship between faculty and researchers. It emphasizes the benefits of evaluation in demonstrating impact, identifying areas for improvement, justifying support and funding, and enabling ongoing sharing of results. The workshop also highlights the role of researchers in helping faculty with assessment methods and data interpretation, while emphasizing the need for ongoing collaboration and communication.

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Evaluation is a Partnership

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  1. Evaluation is a Partnership Dr. Darla M. Cooper Associate Director Center for Student Success Basic Skills Coordinators Workshop September 17, 2009

  2. Overview • Importance of Evaluation • Balance between Reality and Rigor • Direct and Indirect Measures • Relationship between Faculty and Researchers • How Researchers Can Help Faculty • What Researchers Need from Faculty • Lessons Learned

  3. Importance of Evaluation • Demonstrates whether program/project is having desired impact on students • Identifies what is working and what needs improvement • Measures effect of any changes made within program/project • Enables ongoing internal and external sharing/reporting of evaluative results • Helps justify continued support and funding

  4. Balance between Reality and Rigor • First identify data already being collected • Data collection should not place an undue burden on the program/project • Use direct measures whenever possible and reasonable • Need to ensure that data being collected are actually measuring what you intended to assess • Requires conversation between program/project leaders and researcher to achieve a suitable balance

  5. Direct and Indirect Measures Direct Measures • Provide evidence of cognitive (knowledge) or behavioral (skills) learning that directly corresponds to specific intended learning outcomes • Examples: exams, papers, grades, portfolios Indirect Measures • Assess whether learning has been meaningful by gathering information related to perceptions, opinions, experiences, and achievements • Examples: surveys, journals, graduation rates

  6. Direct and Indirect Measures

  7. Relationship between Faculty and Researchers • Researchers need to understand the program/project • Project/program leaders need to understand demands on researcher • Develop Evaluation Plan together • Researcher is seen as a member of the team • Ongoing relationship is key to ongoing success of the evaluation

  8. How Researchers Can Help Faculty • Provide options for assessment methods • Share knowledge of data already available • Facilitate accurate data interpretation • Listen • NOT dictate data to be used • NOT advocate changing program/project to fit data

  9. What Researchers Need from Faculty • To be invited and included in the conversation early • Share details of the project/program (e.g., goals, data, interventions, intended outcomes) • Consider options provided by researcher and provide constructive feedback • To be kept involved and informed about ongoing progress and changes in the program/project • Work with researcher to make the data meaningful and useful • Patience and understanding

  10. Exercise Common types of programs/projects: • Learning Communities • Tutoring • Supplemental Instruction • First-Year Experience

  11. ExercisePreparing to Meet with Researcher Have answers to the following questions: • Goal(s) – What effect do you intend the program/project to have? • Outcomes – What tangible results do you expect to see from students? • Intervention – What treatment(s) students will receive? Where and when are the points of contact with students? • Data – What data will demonstrate intended outcomes? What data are the program/project already collecting or planning to collect?

  12. ExercisePreparing to Meet with Researcher Examples: • Goal(s) – Improve students’ success in basic skills courses through …? • Outcomes –Users have higher success rates than non-users; Increased rate of success to transfer over time • Intervention – one-on-one tutoring, phone calls during 1st three weeks of term • Data – Course grades, test results, portfolio assessments, surveys, ?

  13. Case StudySBCC’s Partnership for Student Success (What really happens when faculty and researchers get together)

  14. Lessons Learned • Start discussion with what you want to know about program/project • Decide on data collection BEFORE implementation, if possible • Be flexible, open and available • Be involved, invested and stay informed • Work together as partners • Data and research are your friends!!!

  15. Questions?

  16. Thank You!!

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