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EvaluationEvaluation is the process of determining the adequacy of instruction and learning" (Seels & Richey, 1994, p. 54). ECIT candidates demonstrate their understanding of the domain of evaluation through a variety of activities including:
Problem Analysis Criterion-referenced Measurement Formative Evaluation Summative Evaluation Long Range Planning |
Reflections
The evaluation aspect of ITMA training has provided me with an often personal view of my teaching practices and methodologies. I have been able to utilize surveys and evaluation methods to retrieve feedback on my teaching and classroom goals. In providing the students an opportunity to generate an unbiased and often personal perspective of how the class is functioning, has given me a better understanding of my management techniques. Time-on-task has been a constant menace in my classroom and the time I deem to work on subjects can often be lengthened or shortened by the progress and efforts generated in the class. By getting a better perspective from the students, I can use my time wisely on tasks and move between topics in a more efficient manner all due to the evaluation processes I have gained through ITMA. There are certainly drawbacks to getting student input on you teaching methods but, humbly, I have used their responses to our benefit and has made our classes move more proficiently.
Artifacts
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies" (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects. (AECT Standards)
Classroom Needs
This artifact is a lesson that examines a music class lesson. It examines the learners and their prior knowledge and motivation and provides objectives and lesson plan for a successful lesson.
This artifact is a lesson that examines a music class lesson. It examines the learners and their prior knowledge and motivation and provides objectives and lesson plan for a successful lesson.
Information Gathering and Strategies
This artifact provides strategies to gather information about students, parents, administration and teacher expectations about zero-period classes.
This artifact provides strategies to gather information about students, parents, administration and teacher expectations about zero-period classes.
5.2 Criterion Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content" (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced performance indicators in the assessment of instruction and ECIT projects. (AECT Standards)
Measurements of Performance
Artifact examines a program that looks at student performance versus teacher expectation.
Artifact examines a program that looks at student performance versus teacher expectation.
Evaluation of post-participation experiences.
In this artifact, students are questioned about experiences and expectations in a post-participation survey and questionnaire.
In this artifact, students are questioned about experiences and expectations in a post-participation survey and questionnaire.
5.3 Formative and Summative Evaluations
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization" (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of instruction, ECIT projects, and ECITprograms. (AECT Standards)
Evaluation Feedback
This archive is the feedback received from students as i began preparing an evaluation for zero-period classes.
This archive is the feedback received from students as i began preparing an evaluation for zero-period classes.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future." (Certo, et al, 1990, p. 168). ECIT candidates demonstrate formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations. (AECT Standards)
Evaluation Conclusion
This archive presents an evaluation with suggestions for future changes that may be used to better provide for the students taking zero- period classes.
This archive presents an evaluation with suggestions for future changes that may be used to better provide for the students taking zero- period classes.
