Section 3

1.    Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

I did not find CIPP on the book (mine is 2nd edition), so I searched it on the internet.
CIPP evaluation model: One very useful approach to educational evaluation is known as the CIPP, or Context, Input, Process, Product approach, developed by Stufflebeam (1983). This provides a systematic way of looking at many different aspects of the curriculum development process. There is a risk, however, that it may be directed only by ‘experts’ or ‘outsiders’, and for this reason it is vital to identify ways in which various stakeholders can be meaningfully involved.

After reading this definition, I am impressed that this method looks simple but not easy. There are only four elements in the process, but every single item includes at least tens of specific aspects. So I think this is the advantage of CIPP model, also the disadvantage of it. It requires experts who are familiar with this model can only deal with it, I mean it is not convenient for me to understand and use it in the real life.

Kirkpatrick’s Four-Level Model of Evaluation: Kirkpatrick’s model was published initially in 1959. His purpose for proposing the model was to stimulate training directors to increase their efforts to evaluate their training programs. The four steps of evaluation consist of:
Level 1: Reactions—how well did the learners like the learning process?
Level 2: Learning—what did they learn?
Level 3: Behavior—what changes in job performance resulted from the learning process?
Level 4: Results—what are the tangible results of the learning process in terms of reduced cost, improved quality, increased production, efficiency, etc.?

I read this conclusion on the internet, and I think it makes more sense. There are four apparent levels and each level gives a clear explanation. Especially, I prefer that the author wants to replace behavior with performance. I think we are focusing on students’ performance instead of their behavior at often time. Since we cannot spend all of our spirit on one student, therefore, focusing on their performance is more effective.

ADDIE Model: The ADDIE model is actually a frame work that lists the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. It is an Instructional Systems Design model. Most of the current instructional design models are variations of the ADDIE process; other models include the Dick &Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

This is also a model that looks clearly to me. I have no idea about how it can save time and money, but I do think I can handle this model. There are five phases, analysis which is providing a background to design, and design which is a blueprint to implementation, development is to perfect the implementation, and finally evaluation. That is my thinking about ADDIE model.

TIGER Model: The Teacher Instructional Growth for Effectiveness and Results (TIGER) Model is an alternative teacher evaluation process developed by The Association of Independent and Municipal Schools (AIMS).  It was truly developed by practitioners for practitioners after a deep consideration of current trends and issues within teacher evaluation. The model is designed to promote teacher growth and to ensure all teachers provide quality instruction that aligns with school, district, and state goals.  TIGER is a differentiated model of teacher support that provides for “stages” of teacher development, as well as, both a formative and summative process of evaluation.  The model includes a ‘coaching’ component for Stage One and a leadership component for Stage Three, with an emphasis on professional learning communities throughout.

Honestly, I do not really understand this model, which I found it on the internet when I put “evaluation models”. This is more like a process not a model. I guess this is because it is for teachers’ evaluation specifically, not for instruction.

In my opinion, I prefer Kirkpatrick’s model and ADDIE model. No need to say that they still have some place to improve or develop, but I guess I will use it personally. For me, I think Kirkpatrick’s model is more focusing on students’ performance. I would like to try it sometimes. First of all, if I want to show them what is the relationship that between a point and a circle, I would like to show them a game with a ball on the ground where draw a big circle on it. And to see if they are interested to it, then we are about to learn the definition of the relationships. After that, we are going to use in the real life, see if a ball on the line or not. Finally, the results, I usually forget this part. Actually, after the real problem I will step over this part because we will still have exams to test the results.

2.      Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

I think evaluation means to be a measurement to get the valid feedback. As we are focusing on the grades, I do not think this evaluation works as it used to be. Especially in China, teachers care whether their students can get into a famous college or not, instead of their performance. Teachers want they can be more competitive in the study field, they ignore the knowledge that students need to learn for the real life. Learning is boring, so we cannot make it more boring. Are they interested in it is a new point should be included in the evaluation I think.

3.      Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

In the late 1960s, Hersey and Blanchard developed Situational Leadership. Since then, it has gone through modifications and has evolved into a four-phase comprehensive model for developing leadership skills and influencing individuals. It is based on three factors: the amount of guidance and direction a leader gives, the amount of socioemotional support a leader provides, and the readiness level that followers exhibit in performing a specific task, function, or objective.

According to this frame and all I read on the book, I will first suggest guidance that goals for the target. Say if I want to teach a class and I will give students a target. And then I will assign students to prepare the material that this project needed. Thirdly, I will see what they showed to me, which is their performance. At last, I want their feedback and we will evaluate together. This is all I thinking about.