Evaluating, Implementing and Managing Instructional Programs and Projects

The two chosen evaluation models of the text focuses on are CIPP and Kirkpatrick models for evaluation.  The text also mentions Patton's utilization focused evaluation (UFE).  According to betterevaluation.org, UFE is based on the principle that evaluation should be judged on its usefulness to its intended user.  The two essential elements are that the primary users of the evaluation must be clearly identified and personally engaged from the beginning of the evaluation.  Second, evaluation by the primary intended users guide all other decisions made.  Basically, UFE is focused on real and specific users and uses.  I feel that this would be a very useful method of evaluation for students in a resource or content mastery type special education setting.  After identifying the student, explain the new ARD objectives to them in their own terms and gain their commitment and focus the evaluation (objective).  Decide on evaluation options (project, test, etc.) that will determine whether the student has mastered the objective.  Teach, test and then analyze the finding and reach conclusions.  Let the student and ARD committee know what the conclusions are.  I utilize the basic framework discussed here, but my students are not usually able to understand the evaluation process and feel ownership of it.  So, in reality although my framework is similar, my methods are not utilization focused evaluation.  

Another model for evaluation mentioned in the text is Chen's theory evaluation.  In summary, according to the American Journal of Evaluation 32(2), activities are actions, outputs are immediate results and outcomes are multi-leveled.  Initial outcomes are changes in knowledge, skills and abilities, intermediate outcomes are changes in behavior and long-term outcomes are long-term changes brought about by intermediate outcomes.  Chen's theory seems to focus not just on the outcome, but on the how and why of the outcome, so that it could lead to better evaluation questions, better programs and better information for replication.  I think that this evaluation model is especially useful when working with students who have autism.  When I design a lesson for a student with autism, whether it works or doesn't I need to evaluate why is did or didn't work.  What part of the lesson made it successful or unsuccessful?  Was it the theme, the method, the media, the person?  Why did it work?  How didn't it work?

If I were to develop a series of professional development sessions focusing on technology use in the classroom for teachers, I would first better utilize my underused resources.  Do I have a teacher or teachers who are particularly good at using technology in the classroom?  Can I build them into a stronger core team?  Can I use this core team to train and support teachers who are struggling to utilize current resources?  Are we under using a technology that we currently have?  Can we spend a small amount to bring someone in to train the teacher on this technology instead of adding a new technology?    Or better yet, can I send one of my teachers who is good with this technology to a training that could strengthen their skills with the technology and have that teacher train the others?  Basically, in a time of economic decline, how can we get the most out of the resources that we have?