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Reflection
If I wantto highlightthe most importantthings I have learned aboutevaluation, I
would mention data analysis, theevaluators program description (EPD), andthedifference between research andevaluation. Learning aboutevaluation and howits role is differentthan research I foundevaluation to be a more interestingprocess than just a test orfinal exam; it is a constant process to examine yourtarget program in orderto reject or revise it. Data analysis is interesting andimportantto me because I think it is theconstructional step ofany evaluation. The
conclusion you will draw for yourevaluated program is based on thedata wegather. Therefore, unreliabledata would result in a wrong decision.
Data collection is a key step in language learning to find what should betaughtand how. Andevaluation helps to find ifthe objectives have been met.
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Rationalefor Evaluation
The reason forevaluation is to collectdata and - based on the goal set ofaprogram, project, or product - make a decision aboutchoosing or improving whatis being evaluated, to see whetherthe program is still aligned with the objectives.
Credit to: http://bit.ly/cYJkuG
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Evaluation and EdTech
Ined
ucational
technology,
evalua
tion plays a mor
eimpor
tan
trol
ebec
ause
itis
the besttool for instructors to stay aligned with theireducational goals andobjectives. In long distance learning, evaluation replaces the gap ofphysicalattendanceto provide information on instructional progress andcondition.
Credit to: http://bit.ly/cHQ9ok
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Research and Evaluation
Evaluation tries to answer specific questions in a limited situation and only forspecific purposes; however, research is a broad study on a general question withno specific right/wrong answer. Research is often intendedto generalize resultsandexpandthem to similar activities.
Credit to: http://bit.ly/aoBslo
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Efficiency, Efficacy, and Impact
Evaluation tries to answer specific questions in a limited situation and only forspecific purposes; however, research is a broad study on a general question withno specific right/wrong answer. Research is often intendedto generalize resultsandexpandthem to similar activities.
Credit to: http://bit.ly/dibwXh andhttp://bit.ly/drz3Qq
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Impact ofEvaluation
Decision-making is the main reason forconducting an evaluation. An appropriateevaluation process collects sufficientdata to see ifthe programs objectives stillmeetthe main goal and are achieving desirable results. Evaluation has a directinfluence on decision-making as a final step to reject or accept a program.
Credit to: http://bit.ly/bqlm8T
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Decision-Making Model
This mode
ldoes no
tcon
centra
teon
thecurr
entperforman
ceof
a program, butinsteadfocuses on the outcomes to decidethefuture ofa program. Sincethe
purpose ofthis model is to makefuturedecisions, both quantitative andqualitativedata can be useful to thedecision process.
Credit to: http://bit.ly/b3LN2R
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Goal-Based Model
Thefocus ofthe goal-based model is not on the program itselfbut on theparticipants. It asks indirectly ifthe program was effective, by asking ifthose whoare involved in a program havechanged, learned, or grown.
Credit to: http://bit.ly/dx1Y2a
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Quantitative vs. Qualitative
Quantitativedata focuses on numerical quantities and measurements whilequalitativedata focuses on reasoning, logical thought, and perceptions. Bothpresentdifferenttypes of information, however, there are similarities in a way theyarecollected, analyzed, and used.
Credit to: http://bit.ly/bbTVce andhttp://bit.ly/cpPMd8
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Levels ofData
Nominal is when data ordering is arbitrary. Ordinal is logical ordering to a set ofscales from oneextremeto another. Interval is a continuous data wherethedistance between two scores on a scale is always equal with no absolute zero.Ratio is a continuous data wheretwo differences can be specified with anabsolute zero in the scale.
Credit to: http://bit.ly/9cawpm , http://bit.ly/cxfpNR, http://bit.ly/c2HKlt http://bit.ly/c7odny
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Data Instruments
Interview collects data through asking and answering specific questions. Scalesare measure values in terms ofnumbers, words, orfeelings. Sentencecompletionis a tool with different variations which is usedto measurecommunication byhaving the respondents complete a sentence or solve a problem from a list ofpossiblechoices. Tests are standardized in values to provide numerical results.
Credit to: http://bit.ly/cif6x5, http://bit.ly/d80USC , http://bit.ly/cpBYLx, http://bit.ly/cTod2R
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Formative vs. Summative
Formativeevaluation tries to find out ifthe results meetthe goals ofa program inorderto improve orchangethe process and put it back in line. However,summativeevaluation is to find outthe results, numbers, and outcome ofaprogram.
Credit to: http://bit.ly/dqtTdb
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Samples and Populations
Populations are groups of individuals which can be large or small. Samples areactually small portions and parts ofa population.
Credit to: http://bit.ly/dBtzRS
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Validity andReliability
Validity is theextentthat a concept is in alignment with what is understood andwhat is shown to be reality - or accepted reality. Reliability is thedegreeto whichsomething can perform its given function under normal circumstance.
Credit to: http://bit.ly/bU9lqj
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Independent and Dependent
Thedependent variable is the variable or valuethat is the result ofthechange inthe independent variable. The independent variable is the variable or valuethat isbeing changed.
Credit to: http://bit.ly/bmE6U5
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Criterion-referenced vs. Norm-referenced
Norm-referencedtests comparethe results againstthecumulative results ofthose who havetaken thetest before. Criterion-referencedtests do not rely onjust a cut-offscore, but are an assessment ofone's knowledge in a particularsubject area.
Credit to: http://bit.ly/99xqV6
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Activity Evaluation
This was my secondtimecompleting a "visual metaphor" activity. This is a goodpracticeto look atthings andthink oftheir meanings from different perspectives.For me, this type ofactivity is moreeffectivethan memorizing a list ofterms,because it helps to visualizeconcepts and ideas that are a part ofthe meaning ofeach term.
Ithink
this par
ticular
test
is a goodex
ample
ofhow
to pu
tinto pra
ctice
theconcepts ofevaluation which we have been learning through the lastfew weeks.
Visual metaphor activities areeffectiveforthose learners, including me, who tendtoward visual learning to understandtheconcepts better. It was interesting thatwe were given an exerciseto relate and learn concepts using abstract images,and werethen askedto evaluatethis activity with using the sameconcepts we
had
just
le
arned
. I suppose
t
he
que
st
ion of
it
seffect
ive
ne
ss is if
we
c
an use
ournew knowledgeto seethe value ofexercises likethese.