4.5c | Impact Evaluation

As a professional learning facilitator, the coach is expected to evaluate the impact of professional learning and continually make improvements in order to meet the schoolwide vision for using technology for high-impact teaching and learning.

In my post titled “A Model for Professional Learning Assessment“, I presented a comprehensive model for professional learning as well as a model for evaluating the professional learning. The two most common models for collecting information about the implementation process as well as the outcomes achieved are formative and summative evaluation. I also shared a five-step framework for evaluation which is iterative, dynamic, and mimics the continuous improvement process. The framework covers first defining the purpose of the evaluation, then planning the evaluation design and questions to be answered. This is followed by the implementation process by examining how data should be collected and analyzed. Next the results are interpreted and the information collected is used to inform the decision-making process.

In another post on “Tools for Engaging Online Learners with Experiential Learning“, I looked at experiential learning as a High Impact Educational Practice (HIP).  In this model, a time for reflective observation is key for the evaluation of learning effectiveness so that improvements can be made to the learning process.

As part of the Community Engagement Project for the Educational Technology Leadership module, I conducted a program evaluation for the newly-launched English Immersion Program in my school. Evaluation was conducted using Participatory Evaluation, Most Significant Change, and the Developmental Evaluation approach. After all data had been collected, I analyzed the data and came up with recommendations for program improvement.

 

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