12 chapter
TRANSCRIPT
Designing and Conducting Summative Evaluation
The Evaluation after implementation
Involves _______ data
CollectingAnalyzingSummarizing
For the purpose of
Giving decision makers information on the effectiveness and efficiency of instruction
Effectiveness of Content Instruction solve the problem? Criterion created prior to evaluation? Was the criterion established
in conjunction withthe needs assessment?
Specifically
Did learners achieve the objectives? Learners feeling about instruction? What were the costs? How much time did it take? Was instruction implemented
as designed? What unexpected outcomes?
Alternative Approaches to Summative Evaluation
ObjectivismSubjectivism
Objectivism
Based on empiricism Answering questions on the bases of
observed data Goal based and replicable, uses the
scientific method
Subjectivism
Employs expert judgment Includes qualitative methods
observation and interviews evaluate content
“Goal Free” evaluators haven’t a
clue about the goals
Objectivism (limitations)
Examine only a limited number of factors
May miss critical effects
Subjectivism (limitations)
Are not replicable
Biased by idiosyncratic experiences, perspectives, or the people who do the evaluation
May miss critical effects
Designer Role in Summative Evaluation?
Somewhat controversial
Timing of Summative Evaluation?
Not in the first cycle
Summary Diagram Formative
Design ReviewsExpert ReviewsOne-to-one Eval.Small Group Eval.Field TrialsOngoing Eval.
SummativeDetermine Goals of the EvaluationSelect OrientationSelect DesignDesign or Select Evaluation MeasuresCollect DataAnalyze DataReport Results
Goals of the Evaluation
What decisions must be made? What are the best questions? How practical is it to gather data? Who wants the answer to a question? How much uncertainty?
Orientation of Evaluation Goal-based or goal-free A middle ground? Quantitative or qualitative appropriate? Experimental or naturalistic approach?
Select Design of EvaluationDescribes what data to collect
When the data will be collectedAnd under what conditions Issues to consider:
How much confidence must we have that the instruction caused the learning? (internal validity)
How important is the generalizability? (external validity)
How much control do we have over the instructional situation?
Design or Select Evaluation Measures Payoff outcomes
Is the problem solved? Costs avoided Increased outputs Improved quality Improved efficiency
Design or Select Evaluation Measures (2) Learning Outcomes
Use instrument you’ve already developed for the summative evaluation
But measure the entire program
Design or Select Evaluation Measures (3) Attitudes
Rarely the primary payoff goals Ask about learner attitudes toward
learning instructional materials subject matter
Indices of appeal attention, likeableness, interest, relevance,
familiarity, credibility, acceptability, and excitement
Design or Select Evaluation Measures (4) Level of Implementation
degree to which the instruction was implemented
Costs Cost-feasibility Cost-effectiveness
Alternative Designs
Instruction then posttest Pretest then instruction then posttest
The Report
SummaryBackground
Needs assessment, audience, context, program description
Description of evaluation study Purpose of evaluation, evaluation of the
design, outcomes measured, implementation measures, cost-effectiveness info., analysis of unintentional outcomes
The Report (continued)
Results Outcomes, implementation, cost-
effectiveness info., unintentional outcomes
Discussion causal relationship between program &
results Limitation of study
Conclusion & Recommendations
Summary Summative evaluation is after
implementation Limitations of subjective and objective
evaluation What to include in the report