Other Models Used for Evaluation
Even though the book discusses the CIPP and Kirkpatrick models for evaluation, it also states in the footnotes on page 97 "For a partial listing of important models not presented in this chapter, see Chen (1990), Patton (2008), and Stufflebeam, Madaus, & Kellaghan (2000)". Then the book also states "if space allowed, the next two models we would include are Chen's 'theory driven evaluation' and Patton's 'utilization focused evaluation'". Considering that there wasn't enough space to include these 2 models, I figured I would discuss them in my BLOG.
Chen's Theory Driven Evaluation
This particular model is a holistic assessment of a program based on the conceptual framework of program theory. It's purpose is to provide information on the performance of a program but also how and why the program achieves such a result. This this is a set of implicit and explicit assumptions of how and why the program should be organized and why the program is expected to work. Theory driven evaluation is useful when stakeholders want an evaluation to serve both accountability and program improvement needs. Here is a chart of Chen's model that was on the CDC's website.
Patton's Utilization Focused Evaluation
The Utilization-Focused Evaluation was developed by Michael Patton and this is an approach based on the principle that an evaluation should be judged on its usefulness to its intended users. Which means that evaluations should be planned and conducted in ways that enhance the likely utilization of both the findings and of the process itself to inform decisions and improve performance. This model contains 2 elements that are essential. The first element is that the users of the evaluation must be clearly identified and personally engaged at the beginning of the evaluation process. This is to ensure that their primary intended uses can be identified. The second element is that the evaluators must ensure that these intended uses of the evaluation by the intended users guide all other decisions that are made about the evaluation process. This evaluation focuses on real and specific users and uses instead of focusing on general and abstract users and uses. See charts below...
Even though the book discusses the CIPP and Kirkpatrick models for evaluation, it also states in the footnotes on page 97 "For a partial listing of important models not presented in this chapter, see Chen (1990), Patton (2008), and Stufflebeam, Madaus, & Kellaghan (2000)". Then the book also states "if space allowed, the next two models we would include are Chen's 'theory driven evaluation' and Patton's 'utilization focused evaluation'". Considering that there wasn't enough space to include these 2 models, I figured I would discuss them in my BLOG.
Chen's Theory Driven Evaluation
This particular model is a holistic assessment of a program based on the conceptual framework of program theory. It's purpose is to provide information on the performance of a program but also how and why the program achieves such a result. This this is a set of implicit and explicit assumptions of how and why the program should be organized and why the program is expected to work. Theory driven evaluation is useful when stakeholders want an evaluation to serve both accountability and program improvement needs. Here is a chart of Chen's model that was on the CDC's website.
Patton's Utilization Focused Evaluation
The Utilization-Focused Evaluation was developed by Michael Patton and this is an approach based on the principle that an evaluation should be judged on its usefulness to its intended users. Which means that evaluations should be planned and conducted in ways that enhance the likely utilization of both the findings and of the process itself to inform decisions and improve performance. This model contains 2 elements that are essential. The first element is that the users of the evaluation must be clearly identified and personally engaged at the beginning of the evaluation process. This is to ensure that their primary intended uses can be identified. The second element is that the evaluators must ensure that these intended uses of the evaluation by the intended users guide all other decisions that are made about the evaluation process. This evaluation focuses on real and specific users and uses instead of focusing on general and abstract users and uses. See charts below...
How I Would Use Them to Evaluate My Instruction
I would use these evaluations to assess and enhance my readiness and competence. I would also check to make sure that the fundamental areas for evaluation are being addressed adequately. Such as implementation, outcomes, and attribution questions. I would hope that these evaluations would help bring a number of issues to surface and then I could explore areas that need strengthening or even changes that need to be made. I would also use a checklist to perform a readiness assessment. The check list can be found in the link provided below...
Other Questions Should the Models Address
As any educator wants to always know, are the students actually learning and retaining the presented information? If not, how can I as the educator ensure that my students are retaining the information that I am teaching them? If my students are not ready to move onto the next lesson plan and all tasks have been exhausted, then how can I help them in the learning and retaining process even further?
What else would be useful to know?
I would like to know if either of these models have been used to evaluate the learning needs of students with learning disabilities? Have these models been developed to teach students with learning disabilities of all sorts?
Managing Scarce Resources for a Project Using Situational Leadership
I would try make the best with what I already had. However, If I couldn't then I would to try to come up with some other ideas. If I were needing technological devices, and that is where my institution was lacking then, I would check with other schools and institutions to see if they had any technological devices that they are no longer using that they could donate to the institution that I am teaching at. If I were needing other supplies such as something on the lines of a handout that I wanted to distribute, then I would use PowerPoint, Prezi, or even MERLOT to give a presentation. I could use my personal laptop and if a screen wasn't available then I could project my presentation on a white wall. Something that also has to be considered is that not everyone may be able to attend my presentation and how I would be able to have them view my presentation. I would make sure that everyone would be able to have their very own version of my presentation by sending out an email that would include a link to my presentation. This way they would be able to view my presentation at their convenience.
Resources
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm
http://p2i.eval.org/index.php/michael-quinn-patton/
I would try make the best with what I already had. However, If I couldn't then I would to try to come up with some other ideas. If I were needing technological devices, and that is where my institution was lacking then, I would check with other schools and institutions to see if they had any technological devices that they are no longer using that they could donate to the institution that I am teaching at. If I were needing other supplies such as something on the lines of a handout that I wanted to distribute, then I would use PowerPoint, Prezi, or even MERLOT to give a presentation. I could use my personal laptop and if a screen wasn't available then I could project my presentation on a white wall. Something that also has to be considered is that not everyone may be able to attend my presentation and how I would be able to have them view my presentation. I would make sure that everyone would be able to have their very own version of my presentation by sending out an email that would include a link to my presentation. This way they would be able to view my presentation at their convenience.
Resources
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm
http://p2i.eval.org/index.php/michael-quinn-patton/
Finding out if the models discussed has been applied to students with learning disabilities is an excellent question. I would think that the general steps in assessment would be the same with the LD students; however, the results might show the students make slower gains in mastery. No matter the type of students, or the subject matter, these evaluative tools can help make determining effectiveness and achievement more process oriented and clear. Thank you for the additional research on Chen's model. Any additional information can only help our methods.
ReplyDeleteI am very impressed with your blog. You have offered a lot of information in efficient and easy way. It would be very interesting to know if theist models have been used to assess students with learning disabilities. Great blog.
ReplyDeleteJodi,
ReplyDeleteI share many of the same views that you do. Knowledge is using what you already know to solve a specific problem, what I observe is many students repeat the same actions over and over expecting a different result, it’s like they can’t think outside the box. Like the instructor you mentioned in that philosophy class. I really enjoyed reading you blog post; it made me think about the lesson in a different context. Thank You, Mary