outline:
Flashlight Triad Model
Metfessel and micheal’s evaluation paradigm:
references
1-Flashlight Triad Model
Flashlight's tools, training, consulting and external evaluations help educators guide their own uses of technology, on- and off-campus. Dr. Ehrmann's work on Flashlight has recently focused on developing research strategies employing matrix surveys.
The Flashlight Model has five steps for evaluation of using technology in instruction.
1. Overview and Confronting the Blob:-This is basically the brainstorming session where you write down all aspects of the lesson, unit, semester, etc (depending on what your focus of evaluation is). It is best to work with other who have taught or are familiar with your curriculum.
2. From Blob to Issue:-Here you are to consider the “purpose of the evaluation.” What information do you really want feedback on? Ask yourself the following questions:
a. What are the three most crucial things you fear might happen as a result of using the technology?
b. What are the three most crucial things you hope will occur?
c. From your answers, decide on the two most important issues to study and forget about the rest.
3. From Issue to Triad:- For each issue selected, create several "triads." A triad consists of the type of technology you might employ (T), a specific activity that the technology enables (A), and outcomes expected from that type of activity (O). After generating several triads, select the triads you wish to focus on.
4. From Triad to Data:-
For the triads you have selected, you can now generate questions to gather data about the triads. These questions can be delivered as surveys, interviews, focus groups, etc. There are usually five types of questions: technology, interaction of technology and activity, activity, interaction of activity and outcomes, and outcomes.
5. From Data to Next Steps:-You can now make final decisions about your lesson, unit, etc from your evaluation data
2-Metfessel and micheal’s evaluation paradigm:
Metfessel and Micheal evaluation model was heavily influenced by the tylerian tradition .eight steps in the evaluation process were proposed as follows:
1. That to involve stakeholders as facilitators of program evaluation and formulate cohesive model of goals and specific objectives.
2. The translation of specific objectives into a communicable form by selecting or constructing instruments to furnish measures allowing inferences about program effectiveness.
3. carry out periodic observations using content valid test, scales, and other behavioral measures and
4. analyze data using appropriate methods ,
5. interpreting the data using standards of desired levels of implementation ,
6. modification , and
7. Revision of the broad goals and specific objectives.
8. one of the primary contributions of metfessel and micheal was in expanding the educational evaluator’s vision of alternative instruments that might be used to collect evaluation data.
REFERENCES
1. R. Stake. Testing in the Evaluation of Curriculum Development.
Educational and Psychological Testing.Vol. 38, No. 1
2. G .John 2006. Evaluating educational programmes. Medical TeacherVOL(28) NO(3)
إرسال تعليق