Reflect on the process of preparing for and developing the tools and plans needed for an effective program evaluation. Review the evaluation tools highlighted by this modules Learning Resou

To prepare:

• Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016) articles in the Learning Resources. Reflect on the process of preparing for and developing the tools and plans needed for an effective program evaluation.
• Review the evaluation tools highlighted by this module’s Learning Resources and research other possible evaluation tools that would fit the needs of your specialization.
o Develop a draft of an evaluation tool to measure the effectiveness of your identified program using at least three of the quality indicators you identified in Part 2 of your Course Project in Module 3.
o Reflect on the measurable criteria for each indicator. What would it look like to be performing at the highest level on this indicator? What would it look like to be emerging or lacking on this indicator?
• Review the Action Plan templates in this module’s Learning Resources and research other possible templates that would fit the needs of your specialization. Develop an action plan for how to implement your program evaluation tool in the future. Include the following in your action plan and add to it as you see fit for your program:
o Program goals
o Action steps to meet those goals
o Who will complete the action steps?
o When will the action steps be completed?
o Resources need to complete the action steps
o Data collection to inform the action steps
Action Plan Templates in Attachments

Module 4: Assignment

COURSE PROJECT PARTS 3 AND 4: EVALUATION TOOL AND ACTION PLAN

As a leader in the field of education, you must constantly review program goals and initiatives, collect and analyze program-specific data, and refine strategies for the continuation of your programs to affect educational change. In Module 3, you began your Course Project by identifying a program within your specialization needing improvement or change and designing a plan to evaluate that program. With all that you have considered and begun planning in order to implement change, in this module, you consider the indicators and criteria to evaluate your program and the steps needed to implement its evaluation.

For Parts 3 and 4 of your Course Project, you will develop an evaluation tool for your selected program and an action plan to implement your tool in the future.

To prepare:

· Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016) articles in the Learning Resources. Reflect on the process of preparing for and developing the tools and plans needed for an effective program evaluation.

· Review the evaluation tools highlighted by this module’s Learning Resources and research other possible evaluation tools that would fit the needs of your specialization.

· Develop a draft of an evaluation tool to measure the effectiveness of your identified program using at least three of the quality indicators you identified in Part 2 of your Course Project in Module 3.

· Reflect on the measurable criteria for each indicator. What would it look like to be performing at the highest level on this indicator? What would it look like to be emerging or lacking on this indicator?

· Review the Action Plan templates in this module’s Learning Resources and research other possible templates that would fit the needs of your specialization. Develop an action plan for how to implement your program evaluation tool in the future. Include the following in your action plan and add to it as you see fit for your program:

· Program goals

· Action steps to meet those goals

· Who will complete the action steps?

· When will the action steps be completed?

· Resources need to complete the action steps

· Data collection to inform the action steps

Add the following two parts to your Course Project paper:

Assignment Task

Part 3: Evaluation Tool

Write 1 page that include the following:

· A rationale for each of the quality indicators you selected for your evaluation tool. Be sure to support your rationales with program information, goals, and data as well as research.

· An explanation of the validity and reliability of your identified, measurable criteria and how they will accurately evaluate the effectiveness of the identified quality indicators

· An explanation of the program evaluation research that supports the way you created your tool

Attach your Program Evaluation Tool as Appendix A of your Course Project paper.

Part 4: Action Plan

Write 2 pages that include the following:

· Describe how your action plan will support your program evaluation.

· Explain how you will continue with the ongoing program evaluation, including how you will collect data, interpret results, modify action steps, and disseminate the information to other stakeholders.

· Describe how this process can create meaningful change that will increase the effectiveness of your identified program.

Attach your Action Plan as Appendix B of your Course Project paper.

For this Assignment, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

 

Rubric

EDSD_7900_Module4_Assignment_Rubric

EDSD_7900_Module4_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeAdherence to Assignment…The extent to which work meets the assigned criteria.

12 to >10.8 pts

Exemplary Advanced Graduate-Level Work

Assignment exceeds expectations, integrating additional material and/or information. … Assignment demonstrates exceptional breadth and depth. … Assignment demonstrates exceptional understanding of course/module criteria.

10.8 to >9.6 pts

Advanced Graduate-Level Work

All parts of the assignment are completed, with fully developed topics. … Assignment demonstrates appropriate breadth and depth. … Assignment demonstrates clear understanding of course/module criteria.

9.6 to >8.4 pts

Minimal Graduate-Level Work

Most parts of assignment are completed. Topics are not fully developed. … Assignment demonstrates minimal depth and breadth. … Assignment demonstrates little understanding of course/module criteria.

8.4 to >0 pts

Unacceptable Graduate-Level Work

Does not fulfill the expectations of the assignment. Key components are not included. … Assignment lacks breadth and depth. … Assignment demonstrates no understanding of course/module criteria.

12 pts

This criterion is linked to a Learning OutcomeAssimilation and Synthesis of Ideas…The extent to which course content is synthesized and supported with information from the Learning Resources and examples.

12 to >10.8 pts

Exemplary Advanced Graduate-Level Work

Demonstrates a clear understanding of the assignment’s purpose as well as the ability intellectually to explore and implement key instructional concepts. … Demonstrates insightful critical thinking of key instructional concepts, theories, and strategies. … Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.

10.8 to >9.6 pts

Advanced Graduate-Level Work

Demonstrates a clear understanding of the assignment’s purpose. … Provides careful consideration of key instructional concepts, theories, and strategies. … Includes specific information from course videos or required readings to support major points.

9.6 to >8.4 pts

Minimal Graduate-Level Work

Demonstrates minimal depth and breadth. … Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped. … Minimally includes specific information from course videos or required readings.

8.4 to >0 pts

Unacceptable Graduate-Level Work

Shows a lack of understanding of the assignment’s purpose. … Does not apply theories, concepts, and/or strategies. … Does not include specific information from course videos or required readings.

12 pts

This criterion is linked to a Learning OutcomeExpression and Formatting…The extent to which scholarly, critical, analytical writing is presented in APA format.

8 to >7.2 pts

Exemplary Advanced Graduate-Level Work

Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion. … Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions and proper grammar.

7.2 to >6.4 pts

Advanced Graduate-Level Work

Work is well organized with mostly correct APA formatting throughout; elements of effective communication such as an introduction and conclusion are included. … Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors.

6.4 to >5.6 pts

Minimal Graduate-Level Work

Somewhat represents scholarly, advanced graduate-level writing, with APA generally followed; elements of effective communication such as an introduction and conclusion are not included. … Ideas are not clearly and concisely expressed, with more than a few grammatical or mechanical errors.

5.6 to >0 pts

Unacceptable Graduate-Level Work

The quality of writing and/or APA formatting are not acceptable for advanced graduate-level work; no effort to express ideas clearly and concisely. … Major points do not reflect appropriate elements of communication, with many grammatical or mechanical errors.

8 pts

Total Points: 32

Previous Next

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MODULE 4: LEARNING RESOURCES

Required Readings

· Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

· Chapter 3, “Insights into the Change Process” (pp. 39–53)

· Chapter 5, “Planning, Doing, and Coping with Change” (pp. 82–96)

· Giancola, S. (2014).  Evaluation matters: Getting the information you need from your evaluation  Links to an external site. . U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatters.pdf

· Jayaratne, K. S. U. (2016). T ools for formative evaluation: Gathering the information necessary for program improvement.  Links to an external site.   Journal of Extension, 54(1), 28. Retrieved from https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1930&context=joe

· Henson, H. (2016).  Data quality evaluation for program evaluators  Links to an external site. .  Canadian Journal of Program Evaluation, 21(1), 99-108. doi:10.3138/cjpe.261

· Document:  Action Plan Template 1  Download Action Plan Template 1(Word document)

· Document:  Action Plan Template 2  Download Action Plan Template 2(Word document)

Required Media

· Grand City Community

Go to the  Grand City Community  Links to an external site. and click into City Hall to review the following for this module:

· Walden University, LLC. (Producer). (2017a).  Grand City opening task force meeting [Video file]. Baltimore, MD: Author.

· Walden University, LLC. (Producer). (2016b).  Grand City education and demographic data files [PDF]. Baltimore, MD: Author.

 

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Action Plan Title

Program Goal

Implementation

Evaluation-Updates

Action Steps to Complete

By When

By When

By Whom

Resources: What Is Needed for This to Happen?

Progress Notes

© 2017 Laureate Education, Inc. Page 1 of 1

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Action Plan Template

PART ONE: Develop the SMART Goal.

Use this template to develop specific, measurable, attainable, relevant and time-bound (SMART) goals for your action plan.

Goal Statement: What are you trying to achieve? State your goal.

     

Specific : Is the goal clear? Who, what, where, when, why.

     

Measurable : How will you know it is successful? How much, how often, how many?

     

Attainable : Is the goal achievable this year? Resources, skills, understandings, conditions.

     

Relevant : Is this goal important and aligned to other school or district goals? Alignment and fit, needs and data, values and norms.

     

Time-Bound : What is the time frame for the goal? Start and end, intermediate and final deadlines.

     

PART TWO: Determine Evidence of Success.

Direct Evidence: What achievement data will be used to indicate success, and at what level of improvement?

     

Indirect Evidence: What other information or metrics will be used to indicate levels of success?

     

PART THREE: Develop an Action Plan.

Key Action (for whom, what grade levels)

Resources, skills, training, support, and funding needed

Person or group responsible

Start/end dates of activities

     

     

     

     

     

     

     

     

     

     

     

     

     

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