| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Get the Kinks Out: A Pilot Implementation of an Online Student Assessment Tool |
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Roundtable Presentation 891 to be held in the Quartz Room Section A on Saturday, Nov 8, 1:20 PM to 2:50 PM
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Sponsored by the Collaborative, Participatory & Empowerment Evaluation TIG
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| Presenter(s):
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| Sarah Bombly,
University of South Florida,
mirlenbr@mail.usf.edu
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| Diane Kroeger,
University of South Florida,
kroeger@coedu.usf.edu
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| Bryce Pride,
University of South Florida,
bpride@mail.usf.edu
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| Abstract:
This presentation will focus on lessons learned during the pilot implementation and formative evaluation of an online student assessment program. Purchased by a central Florida school district, the formative assessment program was intended to facilitate student achievement and enhance staff development. Using a collaborative approach (Rodriguez-Campos, 2005), we evaluated the extent to which this product impacted curricular decision making, differentiated instruction, student ownership of learning and the identification of professional development needs. We also analyzed the validity and reliability of the test items. To inform the report, we used focus groups, interviews, surveys, and document analyses. Findings will assist educational decision-makers with using online data to differentiate instruction and determine professional development needs.
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| Roundtable Rotation II:
The Transformative Power of Participatory Evaluation: Facilitating the Growth of a School District From a Traditional Bureaucracy to a Learning Organization |
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Roundtable Presentation 891 to be held in the Quartz Room Section A on Saturday, Nov 8, 1:20 PM to 2:50 PM
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|
Sponsored by the Collaborative, Participatory & Empowerment Evaluation TIG
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| Presenter(s):
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| Beth-Ann Tek,
Brown University,
beth-ann_tek@brown.edu
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| Ivana Zuliani,
Brown University,
ivana_zuliani@brown.edu
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| Abstract:
Adhering to a policy of utilization-focused evaluation, evaluators used a participatory approach to evaluate a school district’s capacity to systematically improve its schools. As a result, both district staff and evaluators worked collaboratively to develop a multi-level system of improvement based on the principles of rigorous needs assessment, data analysis, and formative evaluation to guide all improvement actions. The district’s refined improvement policy and subsequent approach includes an annual improvement cycle that requires both district and school staff to engage in theory-driven program planning and evaluation. Evaluators will share their experiences facilitating the growth of stakeholders’ knowledge regarding evaluation and the district’s transformation into a learning organization. Evaluators will also share strategies and tools for engaging school-based stakeholders in evaluative processes including question formation and logic modeling.
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