|
Adding Value to Writing Center Evaluations through Evaluation Theory
|
| Presenter(s):
|
| Maran Subramain, Western Michigan University, maran.subramain@wmich.edu
|
| Carl Westine, Western Michigan University, carl.d.westine@wmich.edu
|
| Abstract:
Writing centers are viewed as an important medium which can facilitate better writing skills. As writing centers evolved, questions arose regarding the effects of writing tutoring on student learning and writing performance. Today, writing centers continue to grapple with the challenges of conducting meaningful program evaluation given limited resources (Bell, 2000). On a large scale, writing center evaluation seems to be untapped by practicing evaluators. The main goal of this presentation is to discuss the supports that evaluation theory and practice can offer to the evaluation of writing centers. In particular, based on their own experiences, the presenters will draw upon theory to emphasize using logic models under a theory-driven inspired evaluation framework to build writing center evaluation capacity through conceptual and process use.
Reference:
Bell, J. H. (2000). When hard questions are asked: evaluating writing centers. The Writing Center Journal, 21, 7-28.
|
|
Program Evaluation of an International Street Fair: Lessons Learned by Graduate Student Evaluators
|
| Presenter(s):
|
| Thomas Long, Virginia Tech, tomlong@vt.edu
|
| Janice Austin, Virginia Tech, jema@vt.edu
|
| Penny Burge, Virginia Tech, burge@vt.edu
|
| Abstract:
The International Street Fair at Virginia Tech, in its 52nd consecutive year, brings together students and community members in a world marketplace atmosphere to learn about cultures in different countries through the sampling of exotic dishes, native performers and craft booths. The purpose of this study is to describe a program evaluation of the International Street Fair conducted by two doctoral students in an evaluation course. The program evaluation was conducted using participant surveys to measure learning outcomes. The results provide a description of how the International Street Fair contributes to meeting the learning objectives of the university's international student center. An emphasis is placed on the experience of and lessons learned in conducting one's first program evaluation. Future considerations for graduate students and new evaluators are discussed.
|
|
Practical Considerations for Implementing Longitudinal School-based Evaluations
|
| Presenter(s):
|
| Janet Lee, University of California, Los Angeles, jslee905@yahoo.com
|
| Nicole Gerardi, University of California, Los Angeles, gerardi_nicole@yahoo.com
|
| Abstract:
Increasingly policy makers and program developers recognize that real social change (whether it be to increase academic achievement, change health habits, etc.) often takes multiple years of program participation and implementation to achieve. Correspondingly, making judgments of these programs often require evaluators to also incorporate a multi-year approach to the evaluation design. In this presentation, the authors will discuss case examples of school-based evaluations that utilize a longitudinal/multi-year perspective. Specifically, we will discuss the practical considerations and decisions that were made and examine various successes, challenges, unintended consequences, and lessons learned from implementing longitudinal evaluations. The authors also address the extent to which various stakeholder group values enter the evaluation process and influence decisions. Evaluation decisions made regarding multi-year program evaluations directly impacts the summative judgments made based on available findings. Lessons learned from conducting multi-year school based evaluations can offer important insights for the planning of future evaluations.
|
| | |