1. Developing an Effective Evaluation to Check for Understanding Part 1 Susan E. Schultz, Ph.D. Evaluation Consultant PARK Teachers

2. Overview Part 1: Components of Program Development Part 2: Goals and Types of Evaluation Part 3: Creating an Effective Evaluation Plan Developing an Effective Evaluation Plan

3. PARK Teachers PART 1: Components of Program Development

4. PARK Teachers Components of Program Development Clearly define essential question for the program Identify specifically what you want learners to know and be able to do at the end of the program Alignment with content standards & skills Ensure the essential question encompasses the content standards and skills relevant to the program Identify meaningful evidence that learners understand essential question (assessment) Determine the program outcomes and what evidence will provide proof the learners have mastered the desired material Modified from “Understanding by Design” by Wiggins and McTighe

5. PARK Teachers Components of Program Development Connect to learners’ prior knowledge and experiences Use learners’ prior experiences to make connections to effectively teach the program. Scaffold the program to help learners advance from their current knowledge and skill level to achieve goals of program. Design learning tasks Develop age appropriate and engaging, inquiry-based tasks to teach the key concepts of the essential question. Gather resource materials and a variety of manipulatives to enhance activities. Select instructional strategies Align teaching styles with learner and type of tasks. Use a variety of teaching strategies to meet the learning styles of multiple learners Modified from “Understanding by Design” by Wiggins and McTighe

6. PARK Teachers Align Content & Skills Standards Determine Assessment Strategies Identify Essential Question Select Instructional Strategies Design Learning Tasks Connect to Participant’s Prior Knowledge Not A Linear Process

7. PARK Teachers Components of Program Development Key Points Determine what is to be evaluated and how it is to be assessed at the beginning of the planning process instead of the end of the program development. This is not a linear process, but rather requires the planning team to move back and forth between the different components. The overlapping, cyclic nature of this planning process ensures a strong alignment between the goals, the content standards, the learning activities, and the evaluation of the program.

8. PARK Teachers Check for Understanding Task 1: Planning Matrix Think about an existing program or a program you are currently developing. Identify how you are addressing each of the program components by answering the questions on the attached table (20 minutes). Be prepared to share your planning matrix (20 minutes).

9. PARK Teachers Check for Understanding Task 1: Planning Matrix Essential Question Content & Skill Standards Assessment Strategies Participant’s Prior Knowledge Learning TasksInstructional Strategies What key ideas do you want participants to take away from your program? What important content/skills will participants learn, practice, and/or apply in your program? What is meaningful evidence that participants have understood the key ideas and reached proficiency on the content/skill standards? How will you draw on participants’ ideas, interests, and experiences to connect them to the key ideas of the program ? What type of learning activities will best convey the key ideas and concepts to support content/skill attainment? What instructional practices and strategies will support participants to meet the standards and grasp the key ideas?