Edtech 505: Assignments for Week 3

Assignments for Week 3

 

1. Part B

 

I chose to the Goal-Based Method of Evaluation for my Evaluation Project. Although there were several methods that might have worked, this method is the most closely related to my project. First, this method describes “any type of evaluation based on and knowledge of – and references to- the goals and objectives of the program” (Boulmetis and Dutwin, 2011). The goals of my evaluation project are to answer the questions stated in the objectives. This type of evaluation method is also concerned with both qualitative and quantitative results, both of which I have for my project. I will be getting qualitative results from the student, teacher and parent reflective logs and one on one interviews. The quantitative results will come from the results of the pre/post quizzes that the middle school and elementary school students took. Those numbers, the amount who’s scores improved or deteriorated will then be analyzed with percentages and conclusions will be made as to whether or not the goals were obtained.

The Goal-Based Method of Evaluation has an intended outcome of discovering whether or not a program was efficient, effective and the overall impact. The goals of my project are: to connect teachers and students with the community through service projects; to instill positive citizenship values in students; to teach reading and writing strategies through hands on service projects. By using this method of evaluation, I will determine whether or not these goals were met.

 

2.  Part A

1.             Qualitative and Quantitative data refers to the type of data that is collected as well as how it is collected. When we talk about Qualitative data, it refers to “descriptions of what is occurring in a certain program at a certain moment” (Boulmetis and Dutwin, 2011).  The observer focuses on certain moments during the program not just on the end results. Qualitative data might be collected through observations, interviews, surveys, etc. The information is more verbal than numerical. Quantitative data, on the other hand, is numerical. It encompasses the numerical facts of the program, using statistics, graphs or charts to show relationships between objectives, ideas, etc. Quantitative data may be collected through tests, quizzes or counts of some kind.

2.             There are four different types of data. First, nominal data refers to a type of data that fits into one category. It is based on a single principle; with other classifications falling in under it. For example if you were collecting data on teachers, the category may be Special Education, and even though there are other factors that may be involved, one person may only belong to one category. The idea that separates nominal data is that there is no value placed on any one category, nor is there any distinct order. Second, ordinal data refers to data collected and fits into one category but there is an order to it. Ordinal data may include a scale where it moves from one extreme to the other. For instance, how happy are you with your current job? Answers: Very Happy,  Somewhat Happy, Very Unhappy. Ordinal Data might also be used to rank individuals in alphabetical or another kind of order. Third, interval data uses order, but it also involves using equal intervals. Which means, that on a scale of 1-5, the distance between 1-2 is the same as the distance between 2-3. Also, in interval data, there is no absolute zero, which means that you cannot assume that the distance is equal between negative and positive numbers. Fourth, ratio data also contains all of the above mentioned factors but it does have an absolute zero.

3.  I think that in my project, a lot of the instruments or means of collecting the data have already been set in place by the teachers, (i.e. quizzes, reflections, etc.). But I think, after reading this chapter, I would like to develop several scales to use on some of the participants as well as teachers and parents. I think that the use of scales can be effective in measuring motivation, attitudes, behaviors, etc. I think that in looking at the data I already have, scales might be used as quick evaluations that can be added to what is already there and may confirm the results that I have already seen and read.

 

2. Part B

1. Data refers to the information obtained in an evaluation. It is “analyzed systematically and objectively in order to yield meaningful information for the program evaluation” (Boulmetis and Dutwin, 2011). This data doesn’t just come in the form of numbers and statistics, it can also come in the form of descriptions, answers to interview questions and surveys. In the example of the gardener’s program, the data used was on the signup sheets for other programs. Some of the other data they will collect will be from checklists, interviews and surveys. The data that they hope to collect will give them insight into the “interests, attitudes, and skills, gleaned when the residents first moved into Grandview” (Boulmetis and Dutwin, 2011).

2. The main terms evaluators need to know in order to analyze data include: statistics, mean, median and mode, ranges, quartiles, percentiles, deviance and variance. Statistics are numbers that describe certain qualities or characteristics. Some statistics may be used in the gardening program to describe the number of individuals that participated in programs at the center and also the number of individuals that participated in the gardening program. The mode is the most reoccurring number in a list of numbers. It doesn’t always have to be a number but a lot of times it is. For the gardening program, given a scale with the number of times each resident participated in the program, you could look to see which number appears the most. Then they could use that number to summarize how many times the average person participated in a program. The mean is an average of a group of numbers. For instance, in the gardening program, if you took all of the number of times a person participated in the gardening program, you could find an average by dividing that sum by the number of participants.

The median of a group of numbers is the number in the middle of a set of data.  For example, in the gardening program, in order to evaluate if the activity level among residents after the gardening program began increased, you might put all of the answers on a scale from Strongly Disagree to Strongly Agree. The middle data point would tell you on average if the residents agreed that the gardening program helped to promote or not promote their activity level. The range is the difference between two opposite ends of a scale. So, the evaluator could take the highest number of times residents participated in the program minus the lowest number of times that a resident participated to find if the scores are close to together or more spread out. This tells us how much variability is in our results.

Percentiles show a position in a group based on the percentages that fall below it. For instance, in the gardening program, you could take the number of residents that participated and the number of residents who participated and found that their activity level went up. You can divide individual results by the number of residents to find what percentile those residents fall into on the greater whole as well as among the residents that did participate in the program. Standard deviation is the point along a scale where 34% of the data set fell on either side. In the gardening program, the evaluator may look at the point where most residents saw an increase or decrease in activity in order to determine the effectiveness of the program. (I was actually a little confused by standard deviation.) Variance is defined as “ the square of the standard deviation and represents a kind of average of the distance of the individual scores from the mean of the set of scores” (Boulmetis and Dutwin, 2011). In the gardening program, the evaluator might find it interesting to find the variance from the mean of scores based on how many individuals participated in the program, or the number of individuals that found a difference in their overall health or attitude due to their participation in the program.

 

3. The top three websites, in my opinion were 4, 18 and 7. The criteria that I based my decision on were: Adaptability, Content, and Visual Appearance. *Please be advised that these are based on my own opinions as an educator and do not speak for everyone.

 

 

Adaptability

4

3

2

1

Website can be easily adapted to any audience. Website can be somewhat adapted to any audience. Website can only be partially adapted to any audience. Website can not be adapted to any audience.

 

Content

4

3

2

1

Content is presented in a unique way that makes learning subject matter easy. Content is presented and makes learning the subject matter somewhat easy. Content is presented but lacks creativity, making learning the subject matter challenging. Content is presented in a confusing way that makes learning the subject matter very challenging.

 

Visual Appearance

4

3

2

1

The website is presented in a visually appealing way. The website is presented in a somewhat visually appealing way. The website is presented containing little visual appeal. The website is presented containing no visual appeal.

 

Website 4: I found that the website could be easily adapted to any audience in that they used easy to follow directions, good basic explanations, notes flashed on the screen and examples that could be used to explain to many different audiences.

I found that the content of the website was presented in a unique way and made learning the subject matter easy for anyone through the use of whiteboards, powerpoint type format as well as having a speaker with it as well. I found that the website was presented in a visually appealing way with backgrounds, pictures and points that flash across the screen and change, keeping the attention of your learners.

 

 

Website 11: I found that the website could be easily adapted to any audience through the use of very good simple explanations that could be adaptable to many age groups.I found that the content of the website was presented in a unique way and made learning the subject matter easy for anyone mostly through the use of repetition, song and pictures. I found that the website was presented in a visually appealing way through the use of shapes , colors, cell phones and modern looking cartoon characters.

 

Website 7: I found that the website could be easily adapted to any audience through the interactive format which is very appealing to many audiences. I found that the content of the website was presented in a unique way and made learning the subject matter easy for anyone by first providing the definition, an example and then quizzing. This is set up much like we, as teachers, set up our lesson plans with modeling and practice before the individual practice. I found that the website was presented in a visually appealing way with colors and shapes and pictures to represent ideas.

 

In video one, the concepts were hard to follow, definitions were not given, so it would be very difficult to adapt this to an audience younger than college or high school seniors. In video two, the concepts didn’t seem to be too thought out, the content was presented in a sloppy fashion, that was not visually appealing or appealing to listen to. In website 4, the tutorial is set up in a worksheet fashion with examples, definitions and practice, but the overall visual appeal and presentation of the site was not adaptive for any audience. In website 5, there is more concern with visual appeal, however not all of the terms are defined and some of the problems would not be adaptive to all ages as a lot is unknown or meant to be known before doing the tutorial. In website 6, it lacks all of the above components, including presenting the material in an easy way to understand. They explain what each term means but doesn’t provide a real world scenario or any scenario for students to link prior knowledge to. Although website 8, is very visually appealing, it does not provide the necessary background information (definitions) to make this accessible for anyone. And although South Park is very user friendly among high school students, the use of Cartman’s “Kick-ass” clip is not appropriate for all audiences. Video 9 was visually appealing and presented in a unique way but was not adaptable for all audiences due to the quick react time that the speaker assumes that audience has in order to answer the question that the speaker presents. The video for number 10 was presented in a very unique way but again, not showing the definitions is not user friendly for all audiences, especially when you are talking about a special education classroom where seeing the words as well as pictures to represent concepts is essential to making connections to new ideas. The video for #12 is presented in an easy way, but lacks visually appealing format as it only uses powerpoint to display concepts. Video 13 is not visually appealing and lacks creativity. It is appropriate for many audiences but lacks the pizzazz to keep audience attention. Video 14 was by far my 4th top pick. From a teaching aspect, it showed a real world scenario of the average daily temps that anyone would see on a weather channel which was good, but the monotonous nature of the sound was not at all appealing. Other than the good example, it lacked visual appeal. I found the same issues with video 15, as I did with video 14. Website 16 should be used for an advanced high school course. It does not suit all audiences or learning styles. It has little visual appeal. Website 17 has very little visual appeal, very few definitions and prior knowledge is needed in order to grasp concepts. Website 18 is more visually appealing with information that fits a wider variety of audiences but doesn’t present the information in a very unique way, but more in the typical lecture/ practice format which all teachers know doesn’t work with a variety of learning styles. Website with video 19 is used in a very good lecture/ examples/ practice format, but again, it is not presented in a very unique way and fails to capture a variety of audiences. This is something that I would expect to find at a collegiate or higher high school class. The video for number 20 is very confusing. I thought that the information was presented in a very confusing way especially if one contains no prior knowledge of all terms. It is visually appealing with all of the colors against the black background but the way the information is organized or not organized is confusing and frustrating unless you are taking explicit notes and have a textbook nearby with definitions.

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