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Fidelity of The Test Development Process Within a Program Evaluation
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| Presenter(s):
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| Teresa Brumfield,
University of North Carolina at Greensboro,
tebrumfi@uncg.edu
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| Abstract:
This presentation proposes to inform evaluators of pitfalls and problems that may be encountered when tests are created within a program evaluation. Case study was used to examine this test development process (planned versus actual) as it took place within a national math-science program evaluation. Qualitative data sources included contractual documents, personal communications, and interviews of project personnel. Pattern matching was used to investigate the factors that affected this test development process within a project evaluation.
Findings from this study confirmed that constructing psychometrically sound tests within an evaluation is not routine and unproblematic and that sufficient time and resources to construct such measures properly are seldom provided. Based upon the results, it was recommended that stakeholders (i.e., project directors and evaluators) be familiar with the steps and standards used to develop psychometrically sound tests and that all stakeholders be identified and included in the project evaluation process.
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Evaluating the Effectiveness of Computer Aided Instruction of English Language Learners Using an Experimental Design
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| Presenter(s):
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| Joyce Serido,
University of Arizona,
jserido@email.arizona.edu
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| Mari Wilhelm,
University of Arizona,
wilhelmm@ag.arizona.edu
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| Abstract:
No Child Left Behind (NCLB, 2002) emphasizes high stakes testing and annual yearly progress toward specified reading achievement for all learners. Yet a burgeoning English Language Learner (ELL) student population is disproportionately “left behind” (Menken, 2007). There is an increased urgency to identify and apply effective intervention strategies to address the reading achievement of this population. However, the empirical base on well-controlled intervention studies of ELL student populations is limited (Vaughn et al., 2006). Research on non-ELL learners finds that structured interventions based on both direct instruction and mastery learning are an effective intervention approach. In this session, we will present findings from an experimentally-designed intervention study on the reading progress of ELL students in Grades 1 – 5.
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The Importance of Multi-dimensional Baseline Measurements to Assessment of Integrated Character Education Models
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| Presenter(s):
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| Michael Corrigan,
Marshall University,
corrigan@marshall.edu
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| Doug Grove,
Vanguard University,
doug@ciassociates.net
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| Philip Vincent,
Character Development Group Inc,
pfvccvmkv@aol.com
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| Paul Chapman,
West Virginia University,
paul.chapman@mail.wvu.edu
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| Richard Walls,
West Virginia University,
richard.walls@mail.wvu.edu
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| Abstract:
Currently, the U.S. Department of Education’s Office of Safe and Drug Free Schools Partnerships in Character Education Program provides funds to approximately fifty experimental (or quasi-experimental) efforts that are investigating the effects of character education in relation to academic achievement and other education-related variables. This study highlights the importance of multi-dimensional baseline measurements in the assessment of one such grant awarded to an Appalachian region state education agency to study the effect of the integration of character education models into rural schools. The participants from this study were recruited from eight rural schools selected through a matched random sampling technique. Four were randomly assigned to be control schools, and four were randomly assigned to develop and implement an intervention process model rich in character education. The student participants recruited at the middle/high school level consist of 151 males (42%) and 199 females (55%) for a combined N=366. The participants recruited at the elementary level consist of 61 males (52%) and 56 females (48%) for a combined N= 124. This study investigates how the character education process was defined using a multi-dimensional approach. Baseline MANOVAs identified significant differences between the control and experimental schools. Post hoc analyses suggest that when a student’s self-reported levels of character, educational attitudes, as well as views of school climate increase, theoretically so will one’s academic achievement.
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Designing an Evaluation Plan for a One-to-One Laptop Initiative
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| Presenter(s):
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| Lori Holcomb,
North Carolina State University,
lori_holcomb@ncsu.edu
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| Jenifer Corn,
North Carolina State University,
jocorn@ncsu.edu
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| Jason Osborne,
North Carolina State University,
jason_osborne@ncsu.edu
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| Elizabeth Halstead,
North Carolina State University,
elizabeth_halstead@ncsu.edu
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| Sherry Booth,
North Carolina State University,
sebooth@ncsu.edu
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| Abstract:
This paper highlights the evaluation framework and policies for evaluating a one-to-one laptop program across the state of North Carolina. This three year evaluation project examines the overall process of implementing and utilizing a one-to-one laptop model at the high school level. Furthermore, this paper will provide an overview and discussion of the evaluation policies, procedures, and methodologies utilized to evaluate the implementation of a one-to-one laptop program at the high school level. Specifically, the evaluation plan for the one-to-one initiative will be examined and discussed in detail to provide insight and direction into developing and implementing an evaluation plan.
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