Program Evaluation - Curriculum Construction in Physical Education - Lecture Slides, Slides of Physical Education and Motor Learning

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Program Evaluation

Evaluation

• Systematic investigation of merit or worth

using information gathered to make that

decision (Guskey, 2000)

• Needed in physical education to
  • Keep program current and dynamic
  • Inform curricular change decisions

Purpose of Program Evaluation

• To determine a new program plan
• To document the validity and/or importance of the expectations
• To document the way in which the program is being implemented
• To determine the effect of the program on participants
• To provide recommendations for revisions based on identified weaknesses

Curriculum Evaluation

• Examine curricular goals
• Student performance assessments
• Views of stakeholders
• Teacher evaluations
• Facilities assessments

Program Implementation

• Are the students enrolled in the program representative of the type of students for whom the program was planned? - Is the program being implemented by representative teachers in the teacher-student ratios? - Has the content planned for inclusion been taught?

Program Effectiveness

• Program evaluation seeks to describe the

number of students who are making gains on

the program objectives

• Evaluation of the program is merely an extension of the evaluation of individual students

• If students don’t meet the program

outcomes, one must consider:

• Characteristics of the teacher
• Characteristics of the students
• Characteristics of the instructional setting or context
• Characteristics of program implementation
  • Strength of relationships often provide insight regarding potential program revisions

Program Improvement

• Document individual student achievement

and assess the nature & impact of the hidden

curriculum as well as intended outcomes

• Consider possible changes in program

objectives or modifications of the existing

program standards

Evaluation Models

• Desired outcome model
  • Primary focus is student achievement
  • Eval. limited by those outcomes that can be precisely stated and for which objective measures can be developed
• Insensitive to ‘process’ and humanistic aspect

of education

Evaluation Model

• Goal-free model:
  • Attention goes beyond outcomes to all that is relevant
  • Follow a checklist
    • Use a wide variety of techniques
      • Product tests e.g. fitness tests, motor skill tests
    • Self-reports may be utilized
    • Use dress outs, absences, assignments

Developing the eval. plan

• Look at total picture rather than isolated “units”
• Plan to evaluate the effects of program that do not easily lend themselves to measurement - e.g. affective development
• If state mandated standards are in curriculum, eval must be structured with mandates in mind

Selection of Eval Instruments

• Outcomes based eval will use quantitative

data from objective tests to assess changes in

students

• these can provide formative & summative data
• check individual curr. models for examples of eval. tools

Quantitative vs Qualitative

• Curr. eval will generally use both quantitative

and qualitative types of eval.

• Types of instruments suggested for program

needs assessment may also be used for

program evaluation

The instructional process

• Qualitative evals tend to be used
• Study student-teacher interactions
  • study the target of the teacher’s attention
  • verbal interactions
  • nature of discipline
  • classroom climate