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Evaluation of Instructional Technologies, Programs

This document explores the critical distinction between assessment and evaluation in educational contexts, highlighting how we measure student performance and evaluate instructional effectiveness. It addresses two key questions: "Is this working?" and "How can I make this better?" The content differentiates between formative evaluation, conducted during instruction, and summative evaluation, which occurs afterward. The AEIOU Model of Evaluation is introduced, covering accountability and impact among other aspects. It underscores the importance of using various tools for evaluation, such as surveys and observations, and emphasizes how evaluation drives necessary revisions for improvement.

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Evaluation of Instructional Technologies, Programs

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Presentation Transcript

  1. Evaluation of Instructional Technologies, Programs CYS Technology I

  2. Assessment versus Evaluation • We assess student performance • We evaluate • instruction • product • implementation

  3. Two Questions • Is this working? • How can I make this better?

  4. Formative versus Summative • Formative evaluation: conducted during instruction/implementation • Summative evaluation: conducted after instruction/implementation

  5. AEIOU Model of Evaluation • Accountability • Effectiveness • Impact • Organizational Context • Unanticipated Outcomes Fortune & Keith (1992), Sweeney (1995), Sorensen (1996)

  6. Tools/Resources of the Evaluator • Documents • Surveys • Interviews • Focus groups • Observations

  7. Two Types of Evaluation • Informal/internal evaluation • Formal/external evaluation

  8. Evaluation Versus Research • Evaluation = “research lite”? • Differences in: • impetus to conduct • who frames the questions • audience for results

  9. The Next Step • Evaluation should lead to revision. • First revision largest.

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