| 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:
Using Self-report to Measure Implementation Fidelity |
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Roundtable Presentation 417 to be held in Balboa A on Thursday, Nov 3, 2:50 PM to 4:20 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Kelli Millwood, Pearson, kelli.millwood@pearson.com
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| Kate Clavijo, Pearson, kateclavijo@gmail.com
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| Abstract:
Self-report measures have been heavily used in many program evaluations to assess fidelity of implementation. In this rountable session we will discuss a range of strategies and questions from online surveys designed to measure implementation fidelity of a professional development initiative. These data are an essential step to ensure the professional development is being used efficiently and effectively. But the big question, is how valid is the self-report data? We are interested in facilitating discussion about how to best measure implementation fidelity of teacher professional development, without directly observing classroom practice.
We will discuss lessons learned from our experiences and soliciting suggestions from other evaluators. As more and more evaluation data is being collected on-line, what techniques have others found of value to accurately measure practice from participant self-reports?
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| Roundtable Rotation II:
How Does Our Measurement Measure Up? |
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Roundtable Presentation 417 to be held in Balboa A on Thursday, Nov 3, 2:50 PM to 4:20 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Elizabeth Whipple, Research Works Inc, ewhipple@researchworks.org
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| Jeffrey Wasbes, Research Works Inc, jwasbes@researchworks.org
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| Abstract:
A popular professional development model in education has school personnel attend off-site professional development consisting of a combination of subject matter content and pedagogy. For instance, federally funded Math Science Partnership (MSP), Teaching American History (TAH), and Enhancing Education Through Technology (EETT) programs follow this model. After receiving this professional development, teachers are adapting what they have learned to their existing practice and context. Thereby, teachers themselves are constructing new innovations in their classrooms leading to great variability in which professional development components are implemented and to what extent they are used.
Measurement systems that have been developed over the past several decades that address the variability in use and implementation are the focus of this roundtable discussion. How well are existing measurement systems aligned to the professional development model described above? Are there commonalities among methods used by evaluators adapting these systems to address the variability dilemma?
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