Boise State University EdTech 512 Beginning Spanish 1a Summative Evalutation
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Shannon D. Foster, JB K-12 Public School, Sunday, April 28, 2013
The Summative Evaluation Plan
Who are the stakeholders?
Primary: Shannon D. Foster, Mr. M.F. Patrick, school superintendent and principal, and : JB K-12 Public School board, the instructor
Secondary: Learners, parents, and Office of Public Instruction.
What is being evaluated?
Course: Beginning Spanish 1a
Products: content, directions for assignments, discussions, and group/paired/individual activities
Processes: assignments, learner participation and interaction, feedback from instructor
Who are the evaluators?
Evaluators
Mrs. Lynda Simmons has been hired as the external evaluator. Mrs. Simmons is an adjunct professor of Spanish at the local university and has been involved with developing and teaching online Spanish to college students and other adult learners.
Mr. Todd Harkins will serve as the technical evaluator. Mr. Harkins has been fully involved in the WBI development and has seen firsthand how the WBI Beginning Spanish 1a has worked. He is also the technical liaison for other WBI courses that are beginning to be adopted at the schools served by the Technology Co-op.
Mrs. Carri Leigh will be the subject matter expert (SME), replacing Mrs. Bernard who is now retired. Mrs. Leigh has been a high school Spanish teacher for the past 20 years and has taken online courses and so is familiar with the online classroom.
Mrs. Jillian Gleeson will serve as the final course evaluator. She is the school counselor at JB K-12 Public School and has been closely involved with overseeing the students’ educational requirements at JB K-12 Public School. Participants in the Evaluation
Parents of students who have taken the WBI course Beginning Spanish 1a have been given an evaluation form at the end of the course asking for feedback regarding their students participation, communication with the instructor, and if expectations were met.
Students who complete the WBI course Beginning Spanish 1a receive an exit survey regarding the effectiveness, appeal, and efficiency of the course.
Mrs. Young, administrative assistant, will be interviewed regarding record keeping
Selected members of the current teaching staff who daily interact with students enrolled in the course will be asked for feedback regarding student workload and expectations, attitude toward WBI course observed in participants, and the effectiveness of the hybrid model.
What are the evaluation methods and tools?
Because this is a new format for teaching Spanish in the JB K-12 Public School, test scores and semester grades will be used to determine the successfulness of the WBI format. Besides these data, other methods will be used:
Opinion surveys for information regarding user-friendliness and if expectations were met.
Interviews with selected participants.
When are data collected and analyzed?
Data will be collected from learner test scores and semester grades, surveys, and interview. The data will be analyzed by the instructor, Mrs. Foster, and she will compile the information into a report that will be distributed to the primary stakeholders during a school board meeting. Discussion will ensue during the meeting. Initial data will be collected, analyzed, reviewed, and discussed after the initial implementation of the WBI course Beginning Spanish 1a. Data will be collected as scheduled below in the Summative Evaluation Timeline. Henceforth, every three years the WBI course Beginning Spanish 1a will be reviewed and evaluated.
How are evaluation reports reported?
Data will be gathered from course test scores and course semester exam. Other data will be derived from end of course surveys given to course participants and parents, and interviews with selected staff that interacts with participating students
Data will be organized in a report comprising a written report, table and graphic representations of data gathered, and recommendations given by experts and evaluators.
Data analysis will be based on performance scores, survey responses from participant opinions regarding WBI course use, and recommendations from evaluators.
Appendix B: Summative Evaluation graphs and tables. (samples) The following graph represents the high and low scores of students enrolled in the WBI course
Beginning Spanish 1a.
Enrolled students: 25
Unit 1 Test Unit 2 Test Unit 3 Test Unit 4 Test Unit 5 TestSemester
Please answer the following questions based on your perceptions. Put the number in the blank to the left of the question.
1 – Strongly agree 2 – Agree 3 – Neutral 4 – Disagree 5 – Strongly disagree Upon completion, please return the questionnaire to the administrative assistant, Mrs. Young.
Effectiveness:
1. Did the instructional content meet the course goals and objectives?
2. Are you able to use Spanish phrases to communicate at a basic level?
3. Was the program compatible with your equipment?
4. Did the course lend itself well to the WBI format?
5. Was the technical support sufficient for the course?
6. If there were problems with the WBI, were they addressed and resolved in a reasonable amount of time?
7. Did the computer specifications and Web browser work well with the Website?
Appeal:
8. Are you planning to take the next course in the WBI series, Beginning Spanish 1b?
9. Would you like to take another WBI course at JB K-12 Public School?
10. Did you feel the course met your needs in terms of age appropriateness, interest,
intended use, and personal goals?
11. Were course expectations clearly stated and followed?
Efficiency:
12. Did the actual time commitment reflect what was advertised in the course syllabus? How much time on the average did you spend on this course? _________
Please answer the following questions based on your perceptions. Put the number in the blank to the left of the question.
1 – Strongly agree 2 – Agree 3 – Neutral 4 – Disagree 5 – Strongly disagree Upon completion, please return the questionnaire to the administrative assistant, Mrs. Young.
Effectiveness:
1. Were your expectations of the course met?
2. Is your child able to use Spanish phrases to communicate at a basic level?
3. Do you think the WBI format was compatible with your child’s learning abilities?
Appeal:
4. Would your child like to take another WBI course at JB K-12 Public School?
5. Did the course meet your child’s needs in terms of age appropriateness, interest, intended use, and personal goals?
6. Were course expectations clearly stated?
Efficiency:
7. Was the communication with the instructor and school satisfactory regarding your students’ progress?
8. Did the actual time commitment reflect what was advertised in the course syllabus? How much time on the average did your child spend on this course? _________