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Ongoing evaluation for formative evaluation in order to address program issues:
Throughout the program evaluation, formal and informal assessments will be in place to monitor the implementation in all phases. These will take the form of:Evaluation would include the following for flexibility and quick feedback:
Participant observation
-observation of implementation process
-witnessing the delivery of the program
-observation of engagement of students
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Interviews
-with both teachers and students
-peer review
-ask teachers what areas of the program they need support in
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Focus groups
-interactive strategy to gain perspective, experiences and beliefs regarding the program
-flexible guided discussions by evaluator
-discuss program strengths and weaknesses
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As formative evaluation has limitations and is best suited during the initial implementation in order to adjust the program to improve the effects and meet the needs of the users. In order to assess the value and results of changing teaching practice to be inquire would be best suited with a longer time frame and a more rigorous approach.
Outcome Monitoring
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The evaluation will look at the goals and objectives of the program in order to collect relevant performance data obtained from:
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-teacher lesson plans
-student work
-surveys, parents, teacher, students
-questionnaires
-interviews
-self reports
-rating scales
-data collected by observation
-narrative accounts
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Qualitative Data Analysis
Description of situation, behaviours, interactions and individuals.
Common themes or patterns in regards to learning, attitude, behaviour and knowledge of both teachers and students.
Does the feedback from students show increased curiosity and motivation when provided with student-led inquiry approaches?
Is the feedback consistent with the research by Peter Bowers, finding improved understanding of orthography and understanding of word meanings?
Does understanding of orthography transfer knowledge to unfamiliar words?
Are student able to generalize their learning to unfamiliar words?
Possible reasons for atypical responses.
What factors contribute to the enhancing of teacher practice?
What are there areas of growth?
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Quantitative Data Analysis
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Does data show increased knowledge in word meaning and structure?
What degree of satisfaction do teachers have using inquiry based learning?
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Reporting Strategies
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A detailed report will be presented to the entire staff on going through the school year at staff meetings each second month to show the process of the program and growth in order to provide:
-detailed description of program implementation
-observed impact of the program
-analysis of strengths and weaknesses of program
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A final report will be presented to staff, parents and learning communities involved with the program to show how the program was implemented and the data supporting a shift in teaching practice. The users will present their growth and shift in teaching practice sharing their reflections of the program.
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Students will be involved in the final report, sharing the findings and growth in their learning.
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Further Action:
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* current users of the of the program become mentors for other teachers the following school year
* learning assistance teacher continue to introduce and model learning, continue meetings to support growth of the program
* expansion of the program to include grade 3-5 teachers in year 2 with the goal of the entire school participating by year 3.
* create a community of learners to be peer mentors in the program
* provide annual inservice for teachers
* continual process monitoring to support the growth of the program
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Fidelity
1. Recipient Issues
-specific class dynamics, individual needs of students, learning disabilities, designations
2. User Issues: time needed to commit to the learning and implementation of the program
3. Setting Issues: interruptions due to assemblies, special events
4. Evaluation Issues: user bias,falling back on traditional instruction strategies,
5 Sustainability Issues: based on outcome of the evaluation and interest level of teachers
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Impact on the Program
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Through looking at the qualitative and quantitative results of the theory-driven outcome evaluation, underlying causes and the implementation process will be taken into account when assessing the program. (Chen, p.232) Teachers will be provided with insightful information as to the success of the program. This evaluation not only examines the knowledge gained through the program but the shift in attitude and motivation student-led inquiry creates for the students. The users will be enlightened as to the program components that contribute to the overall success of the program. With evaluation, looking at the success and failures of the program implementation, factors can be addressed to ensure during the next phase of implementation to improve the process. The users will be able to see the relevant and practical benefits to their practices.
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Methods for enhancing evaluation use
Each of the conditions favoring use of effectiveness evaluation (Chen, 2005) play a role in this program evaluation
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Stakeholders question the feasibility of implementing a new program in the real world.
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Stakeholders are curious about the effects of a new program, or of an ongoing program, in the real world.
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Stakeholders require the evaluation to be relevant and of practical benefit to their practices related to a program.
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The use of the evaluation to aid users to implement a program and understand the success and areas to further develop in order to:
*develop effective teacher practice
*provide evidence that student-led, inquiry based learning enhances curiosity and motivation in learning
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The qualitative and quantitative data can lead to positive change in teaching practice. The program shortcomings will be addressed which will enhance the program implementation in the future. Through enlightenment evaluation, details will be provided to improve the implementation and transfer this knowledge as the program expands. A holistic approach will examine the different causal aspects of the program to provide information as to the behavioral changes as a result of student-led, inquiry based learning.
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Resources:
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Huey-Tsyh, C. (2005). Practical program evaluation: Assessing and improving planning, implementation, and effectiveness. Thousand Oaks, CA: Sage Publications
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Saunders, M. (2012). The use and usability of evaluation outputs: A social practical approach. Evaluation, 18(4), 421-436
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Patton, M.Q. How to Use Qualitative Methods in Evaluation. Sage, 1987.
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Weiss, C. H. (1998). Have we learned anything new about the use of evaluation? American Journal of Evaluation, 19, 21-33
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