Evaluation Of A Educational Evaluation Model

Variables at the overall school-level could be measured in various ways as well. First, the number of truancy cases in the school can be measured before and after the implementation of Take a Stand. Truancy is a negative result of bullying and the number of truant students at each of the schools before and after the program implementation can easily be compared and reveal the successfulness of the program. Less kids being accused of bullying would likely mean less instances of bullying resulting in less truant students. Administrators at each school can also fill out a survey that ranks the severity of bullying at their school. Again, a Likert Scale could be utilized. Administrators would fill out a survey that said “I believe the severity of bullying at my school is: 1.) Not concerning, 2.) Somewhat concerning,

The iPad has become a revolutionary tool in the field of education. iPads make up 94 percent of the tablet market for the education sector (Schaffhauser 1). The iPad has numerous uses from storing multiple textbooks to being able to use a cloud based word processing application. The iPad is capable providing “over 65,000 apps just for education, interactive books on every subject, and speeches, virtual tours, and videos from experts and institutions around the world” (www.apple.com). The possibilities of the iPad are endless:

Driven by the goal of providing quality education to its students, the LAUSD ventured into educational technology (Eastwood, 2015). As part of the educational technology initiative, LAUSD partnered with technology giant Apple

The biggest area of need I identified from the survey and discussed with my administrator was the ongoing, “formal, extensive” professional development in

The Board of Education for the Rowan Salisbury Schools are fully aware of how twenty-first century technologies can affect the manner in which our teachers teach and our students learn. It is the goal of the district to provide a safe and nurturing atmosphere that is technologically rich. Providing every student and employee with access to these tools is meant to enhance and improve the learning experience that will ultimately improve the academic achievements of all of our students. The use of the District’s resources are not a right, but come with responsibilities for proper care and use of all district owned technology. The Board also reserves the right to place restrictions on the proper care and use of its devices.

The evaluation that I reviewed related to my own evaluation because it Invest heavily in planning. In was clear that they had invested both time and effort in deciding what they want to learn from their evaluation. Also, based on the information provided they discussed what they plan to do with their findings. The Office of Planning, Research & Evaluation (2010) state “for evaluation information to be useful, it must be analyzed and interpreted.” (p. 3). This week’s reading assignment supported me to successfully analyze the data gathered concerning the program I selected. Also, it provided some basic information about different procedures for analyzing evaluation data to help me comprehend and participate more fully in this procedure. For instance, I learned that I can “analyze information about attainment of program implementation using a descriptive process” that describes what was completed or plan to complete (OPRE, 2010, p.

Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)

McAllen school district in Texas recently spent twenty million dollars on I-pads and I-pods for students. The funding for the school district is coming from a combination of local funds, federal grants, and stimulus money. The schools in that area are considered some of the poorest in the nation(Ryan Holeywell). In schools around the world the students are starting to use technology in the classroom such as I-Pads, I-Phones, and other types of devices. Technology has changed Students day to day life, it has modified how and what students are taught negatively and positively.

Since 2010, I have inspired, coached, and mentored fellow educators in the purposeful use of technology to engage students and improve student achievement beginning with the first 1:1 mobile technology program, iEngage, at Aliso Elementary in the Saddleback Valley Unified School District. What began as simply having students record themselves reading aloud into iPods to develop reading fluency expanded into a tool used across all content areas to not only engage students but to facilitate active participation from all students all the time. Due to the success of iEngage in improving student achievement, Saddleback Valley expanded the program K-12 with funds from the ETT grant. Consequently, I, along with Principal Crystal Turner, was awarded Apple Distinguished Educator and the following year iEngage was honored as an Apple Distinguished District program. As the Instructional Technology Coordinator for the OCDE, I would continue to support, inspire, and motivate districts to use technology to enhance student engagement and improve student learning. Ensuring schools receive access to information and technology resources to create the learning environments necessary for our students to graduate with the skills to be competitive in a global workforce.

Another model of evaluation based on the personal observations makes the use of intensive personal observations and conversations with the stakeholders would be the proponents of “qualitative or naturalistic” argues that only a deep and thorough understanding of a program will permit the most helpful with the evaluation. Offering the “expert opinion model” where the evaluator must be the data-gathering instrument; yet, a greater emphasis is placed on the understanding the experiences to such issues.

I enjoyed reading your post. As we have learned during this discussion board through our classmates, there are a plethora of different ways that can be used to evaluate programs. You gave numerous examples as to why program evaluations are important in early childhood education and why they are conducted in the first place. Another reason that program evaluations are conducted are to see if the program is working (Gilliam & Leiter, 2003). For instance, the Head Start Program at my school constantly makes changes to their program due to their yearly evaluation. If they see that something is not working, the head of the program tries to come up with different ways to change what is not working to try and make the program better for the students.

Today I had the opportunity to partake in leading a professional development on effective of PLCs. The purpose of this professional development was to bring awareness and support to assessment and evaluation, related research about organizational change, and the correlation between PLCs and school culture. The opening of my presentation consisted of the KWL chart where the teachers and administration were asked for three things they knew about assessment and evaluations in the classroom. I thought that part went extremely well. Both teachers and administration were completed involved and participated in healthy discussions on this matter.

1.the methods used to identify stakeholders and their needs, wants and demands. Were items 3, 4, and 6 in the Concept generation table Fig 2

A program evaluation is a deliberate, precise, and cautious accumulation and investigation of data utilized with the end goal of recording the viability and effect of projects, setting up responsibility and recognizing ranges requiring change and change. Evaluation is a consistent movement that ought to be a vital also, coordinated piece of your system exercises. All around planned, astute and precisely executed assessments can give critical data to report the aftereffects of your system and point you toward zones where upgrades may be required. It is an important asset for illuminating yourself as well as other people about your system. A decent assessment is one that is utilized by you and others to roll out essential improvements and upgrades in the nature of administration you give your understudies.

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.