EVALUATION
Candidate demonstrates knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
1. “Emergency Response to Highway Incidents”
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The completed "Emergency Response to Highway Incidents" course was launched via the SC Fire Academy's Open Enrollment Academy in September, 2013. To access the course, you will need to create an account and use the enrollment key ERHI. |
Context: This project was the focus of my internship with the SC State Firefighter's Association for EDET 650.The goal of the internship was to complete the development of storyboards for a new course being developed by the SC Fire Academy.
Conditions: The storyboards were developed from content that had been previously identified by an SME group as the key sources of information on the topic of working safely at roadside emergency incidents. The course, as envisioned by the Fire Academy, is to provide an introductory overview to the major concepts and terminology of roadside safety, to be followed by a traditional classroom course that will provide opportunities for skill demonstration. Following the SME review of the storyboards and their subsequent revisions, course development moved into production following the Academy's standard production processes, using Articulate Storyline as the e-learning authoring program.
Scope: The completed storyboards were delivered to the Academy in late November 2012. Work is currently ongoing on the course development and the completed online course is expected to be made available to SC firefighters by mid-2013 in an open enrollment format.
Role: My role within the project was to serve as a content writer, working from the pre-identified sources to select and organize content and identifying additional resources where needed.
Performance Indicators:
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
The work done within the internship required identifying the instructional needs and the association of content and presentation strategies to address them. This was done within the context of the Fire Academy's ability to generate custom video content in-house and their ability to obtain other resources where needed.
Formative evaluation consisted of an SME review of the completed draft storyboards that resulted in subsequent minor revisions to the content prior to delivery of the completed product.
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2. “Creating Accessible Instructional Materials”
Context: This Web site was the resulting product of a a four-member group project in EDET 746–Management of Technology Resources.
Conditions: Within an allotted timeframe within the semester schedule, the site was developed using Google sites combined with compiled resources on the topic of "substantially equivalent ease of use" and best document design practices for information access using Microsoft Word and PowerPoint.
Scope: The project was completed according to the timeline of the course requirements and was to be implemented by the team member who is on staff with USC Upstate. The current status of its use or implementation is unknown.
Role: As one of four members in the group, I set up the two Web sites that housed the project wiki and the completed product. Within the tutorial development, I was responsible for compiling the information on accessible PowerPoint files, developing the content into a script for use in creating the associated screencast, and formatting the content into a pdf document. Additionally, I developed a cover graphic and style specifications to give the tutorial’s associated pdf documents a more consistent look. Within each stage of the process, I wrote and edited content to describe the process steps within the wiki developed for that purpose.
Performance Indicators:
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
The design of this instruction and the establishment of instructional goals and objectives were tied directly to what was known of the learner group's needs and context. Media identified as needed for, and subsequently developed for the project consisted of printed instructions and narrated screencasts.
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.
Provisions were made during the Design process for both formative and summative project evaluation.
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