Evaluation+Process

Evaluation Process
The evaluation process includes:
 * Formative evaluation to ensure the instructional program is serving the objectives.
 * Summative evaluation to determine the degree to which the learning objectives are met as a result of the instruction, and
 * Confirmative evaluation to determine the long term suitability and effectiveness of the instruction (Morrison, et al., 2011).

Formative evaluations will include SME and peer evaluations of the instructional program. In addition, a beta test will be conducted at the target educational institution. Participants in the beta test will include the developer, instructor, site manager, IT coordinator, and department heads or their designees. The developer will observe during the beta test and note any adjustments required for a successful instructional program.

Assessments will include pre and posttests in the form of questionnaires. The questionnaires are intended to determine the participant’s knowledge and use of cloud computing technologies and educational application before and after the training.

Under the 5E constructivist model, the instructor will act as facilitator, assessing and guiding learners as they solve problems and create meaning by actively engaging in authentic real world situations (Bybee et al., 2006). The teacher:
 * Observes student work,
 * Asks open ended questions to stimulate thinking and assess learning,
 * Enables and encourages students to assess their own learning, and
 * Looks for evidence of learner outcomes.

Assessment is embedded throughout the course in a combination of learner discussions, reflection questions, and products. Group-centered and collaborative discussion of reflection topics promote active learning, encourage participation, and provide self-evaluation and feedback. References:

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N., (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications: Executive Summary. Colorado Springs, CO.: BSCS Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). (Chapter 6). Hoboken, NJ: John Wiley & Sons, Inc.

** Evaluation Plan Table ** 2. [|Pretest.doc] || 1. [|Reflection Questions.doc] – How and when to use cloud computing || 1. [|Follow Up Questionnaire.doc]– 6 weeks following the training || 2. Wiki Plan Graphic Organizer || 1. Set up group wiki and share via email 2. Post link to wiki from YouTube video 3. [|Reflection Questions.doc] – How you will integrate wikis into your classroom instruction Post reflections to the group wiki || 1. [|Follow Up Questionnaire.doc]– 6 weeks following the training || 2. Link to wiki from YouTube video 3. [|Reflection Questions.doc] – How you will integrate YouTube into your classroom instruction || 1.[|Follow Up Questionnaire.doc]– 6 weeks following the training ||
 * Domain || Objective || Formative || Summative || Confirmative ||
 * Affective || To desire to integrate cloud computing into the classroom || 1. [|Entrance Questionnaire.doc] regarding current knowledge and use of cloud computing
 * Affective || To desire to integrate cloud computing into the classroom || 1. [|Entrance Questionnaire.doc] regarding current knowledge and use of cloud computing
 * Knowledge || To gain the skills to apply cloud based computing to enhance instruction using a Wiki, || 1. Brainstorming and Discussion
 * Knowledge || To gain the skills to apply cloud based computing to enhance instruction using YouTube || 1. List advantages of YouTube over PowerPoint || 1. Produce introductory video