Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Two Evaluation Models:

The Logic Model

http://www.uwex.edu/ces/pdande/images/logicmodel.jpg
Diagram of the logic model

Logic models are narrative or graphic illustrations of real life learning processes that use a systems approach to communicate the path toward the learning goal. This model connects the audience, activities, outputs, and outcomes to a problem or situation and then measures the performance of the learner after he/she completes the learning path. This model also helps the learner identify partnerships that can support and enhance the performance. The logic model allows concise communication about the purpose and components of the project as well as the sequence of the activities and accomplishments.

Initially, the logic model was designed for measuring performance. Later it was adapted for program planning as well. Although the sequence of the logic model begins with the input step and works through the outcomes step; experts in the field believe that this sequence may limit one’s thinking and foster a defense of the status quo rather than stimulate new ideas. Experts suggest that the sequence be reversed by focusing on the outcomes of the project. Also, the logic model is presented in a linear format but when necessary, order and timing should be addressed and adapted appropriately within the framework of the model according to the project at hand.

These are the elements of the logic model:
Situation – communicates the relevance of the project
*a statement of the problem – established a baseline for comparison
*A description of who is affected by the problem- helps determine if change has occurred
*Who else is interested in the problem? – to measure overall contribution

Inputs – communicates the quality of the project
*human resources - including faculty, staff, volunteers, partners, and local people
*fiscal resources – including appropriated funds, special grants, donations, and user fees
*other inputs needed for the project such as facilities and equipment
*knowledge base – including teaching materials, curriculum, research, certification standards, etc.
*involvement of collaborators – local, state, and national agencies or organizations

Outputs - those things we do and the people we reach
*publications – including articles, bulletins, fact sheets, CISs, handbooks, web pages
*decision aids – such as software, worksheets, models
*teaching events – such as workshops, field days, tours, short courses
*discovery/application activities – such as research plots, demonstrations plots, and product trials
*people reached (need to be the center of the model)- their characteristics/behaviors, number of people reached in the target group, learner objectives, number of sessions or activities attended, level of participant satisfaction

Outcomes – What happened as a result of the project or program?

Short-term outcomes
*awareness – customers recognize the problem or issue
*knowledge – customers understand the causes and potential solutions
*skills – customers possess the skills needed to resolve the situation
*motivation – customers have the desire to effect change
*attitude – customers believe their actions can make a difference

Intermediate-term outcomes
*practices used by participants
*behaviors exhibited by people or organizations
*policies adopted by businesses, governments, or organizations
*technologies employed by end users
*management strategies implemented by individuals or groups

Long-term outcomes
*improved economic conditions – increased income or financial stability
*improved social conditions – reduced violence or improved cooperation
*improved environmental conditions – improved air quality or reduced runoff
*improved political conditions – improved participation or opportunity

Evaluation should include measurable process indicators and measurable outcome indicators.
External factors within the system may affect outcome.

How I would use the Logic model in my instruction

Using this model I would first state the relevance of what I am about to teach my students. Referring back to character development, I would help students see what it looks like when a literary character is not developed – how vague that can make the plot, and the reader’s understanding can be too fuzzy. I would also turn their attention to real life when one does not know the character of another human being and how this can hinder a feeling of trust toward that individual.

To provide input, I would show visuals of literary and real characters such as movie clips, and news video streams. I would display and read selections from various literary works where the author developed the characters. I would also invite community members, members of the administration, coaches, other teachers and business persons to come and share how character analysis helps them in their daily personal and professional lives.

For output activities, I would plan a field trip to the wax museum where the students could see life size figures of real people who demonstrated both good character and bad character based on decisions and behaviors. They would see former presidents like Abraham Lincoln as well as murders like Jack the Ripper. I would use a virtual web site to take students on a “field trip” of literary characters that represented protagonists and antagonists in their roles. I would then have students select a real or literary character to role play before the classroom audience with a rubric of listed criteria by which they must comply.

I would then evaluate the outcomes of the learning experience. Short term goals would be that students are aware of the need to analyze characters in literature to help them understand the plot, and in real life for their own safety and success. Intermediate goals would be for the students to pay attention to character development in literature and how the author used that character to enhance the plot. Another intermediate goal would be that students apply character analysis everyday with their peers and with adults to help them gain a strong perspective of the influence of others around them.

My long term goal for the students is that character analysis would enable the students to become successful and productive in the real world in all realms: economically, socially, environmentally, and politically.


ASSURE Model

Analyze learners – includes number of students, age/grade, gender, socioeconomic status, cultural diversities, competencies, and learning styles.

State objectives – (learner centered) what the learner will do in real life situations stated in ABCD format:
Audience – for who are the objectives/goals intended?
Behavior – what do you want them to do? (observable, measurable and real world)
Condition – materials, equipment, and environment needed for student performance.
Degree – What degree of mastery is expected from the students?

Select, Modify, Design Methods, Media, & Materials – the instructor builds a bridge between the audience and the objectives.
Media selected must be effective and appropriate to the needs of the audience.

Utilize Methods, Media, & Materials – describe in detail how you are going to implement each item to help the learners meet the lesson’s objectives.

Require Learner Participation – describe how you are going to get each learner actively and individually involved in the lesson activities.

Evaluate and Revise –
Student performance
Media components
Instructor performance

How I would use the ASSURE model in my instruction

Before I ever began to introduce the lesson, I would analyze my student audience in order to discover their learning needs and any factors that might influence their learning in a negative or positive way.

Next, I would state what outcomes I want my students to learn based on the ABCD format. I would keep the lesson learner-centered and based on real life situations.
I would use verbs to describe what behavior I want the student to demonstrate and I would list all the items I need to create the appropriate learning condition. I would also determine and record to what degree I wish for the student to master the goals of the lesson.

I would then decide and list what methods I will use to teach the lesson, and what resources I wish to use in the lesson. I would select the resources – both human and material – that are most appropriate and effective for the student audience.

I would proceed to write down in complete sentences how I am going to utilize the methods and resources in order to meet the goals and objectives of the lesson. I would make certain that I have everything that I need, that it is all in working order and assessable. Then I would introduce the lesson by demonstrating how important it is for students to know the information they are about to learn. I would notify them that they are being evaluated on their performance and I will show the criteria I am using for the evaluation. As I present the lesson process, I will exhibit a positive and enthusiastic attitude which I hope will help stimulate the enthusiasm of each student.

During the lesson activities, I will be a “guide on the side” and require each student to participate actively and individually.

At lesson’s end, I will evaluate student performance, media effectiveness, and my own performance, and I will make modifications as needed.

Technological innovation
I have recently experienced a technological innovation in my personal life. I just purchased an iPhone4. This was a very big step for me due to several perceived attributes:
Relative advantage insured me that this innovation would offer me a better, faster, and more convenient way of communicating with others. I had only an inkling of what other features this device offered.
Compatibility was a factor to consider because I knew that as a future librarian and even as a current teacher, I needed to get my hands on new electronic devices in order to keep up with current technologies and become comfortable with using them.
Complexity was an issue because I thought the iPhone4 would be much too difficult for me to learn which would result in my never using it – all that money wasted!
Trialability was a concern because I knew I could try the cell phone and return it if I wanted to, but I did not think my busy schedule would allow me to make an extra out of town trip to the store to decide on an alternative, make the change – and maybe that change would not be an improvement.
Observability was the strongest support I experienced because I already had observed my sister’s iPhone, and the iPhones of other people, so I had a general idea of the unique features of this device.


In all the years that I have owned a cell phone, I have always opted for the cheap and simple model. But after learning to use new technologies as required in my online courses, I have gained so much confidence. I finally made the decision to pay the extra money for the iPhone4. The complexity of the iPhone4 – or the fear that it would be complex - was probably the hindering factor that propelled me to buy cheaper, simpler cell phones in the past. But the relative advantage and the compatibility attributes weighed heavily in my final decision to purchase the iPhone4. I have to report that I have never regretted my purchase. I have been mesmerized at the multitude of features that are embedded in this phone. I also have been amazed at the convenience that this device affords. I never thought I would become “addicted” but I have to admit I take my iPhone4 everywhere because it does everything! My purse is lighter because my one iPhone4 contains a calendar, a calculator, a phone, text messaging, email, gps, camera, address book, all the things I use in a day except money. I am sure Apple will soon figure out how to incorporate a way to use the iPhone for daily spending, too - if they have not already done so by this writing!

Situational Leadership

Project: Professional development on PolyVision electronic white boards which are soon to be installed into every classroom across the district.

Phase I: I would have a meeting after school in a central location such as the campus library. This meeting would take place on a different day for each campus. I would have one electronic board set up and then 30 computers available with the electronic white board software loaded and ready for use. I would have one teacher per computer so that each teacher gets hands on experience with using the software on the computer screen. I would walk through the steps of using the board and demonstrate on the actual board as teachers followed the steps from the computer screen “board”. I would point out as many positive aspects and features of the white board as possible in order to “sell” the idea to those who are reluctant to use whiteboards in their classrooms (and there are many teachers who are indeed reluctant). I would present about three lesson plans – a math lesson, a language arts lesson, and a science lesson - on the large demo board for teachers to follow from their computers. Teachers would be manipulating the board tools from their computer screens and they would have opportunity to ask as many questions as they need to ask. I would walk around and monitor closely and offer one-to-one help as needed. I would maintain a positive and enthusiastic attitude towards this new technology. I would also name school districts that have successfully implemented these boards in their instruction and even have some teachers from other districts give testimonials about their experiences with using the electronic boards.

Phase II: In another after school meeting, I would again have the teachers sit at computers to work the electronic board software. However, I would have two teachers come up to the actual demo board and work together to manipulate the tools and navigate the software features. I would allow each pair of teachers about 20 minutes to “play” with the electronic white board as the remaining teachers continue at computers. Then I would replace the pair of teachers with a different pair to come up and work the demo board. I would continue this until all teachers had a turn. Putting the teachers in pairs would help them feel more comfortable about working the board. I would again monitor the ones at computers and be readily available to help the pair of teachers that are working the actual demo board. I would continue to “sell” the idea of using electronic boards in teaching by maintaining a positive and enthusiastic personality.

Phase III: Time to install the boards in the individual classrooms! At this point, I would come to each classroom – after the boards have been installed - and during the teacher’s conference period to help them implement one of their lessons onto the board. I would allow them to navigate through the tools and features but I would be by their side to offer support if needed. Hopefully, I would have secured the teachers’ “buy in” and I would spend most of the time watching the teacher rather than helping the teacher.

Phase IV: Now each teacher has an electronic board in the classroom and each teacher is implementing the board daily in planning and instruction. As a leader, I would continue to come by the classroom - but less frequently - and check on each teacher to monitor their progress with using the board. I would offer that they instant message me if they have any problems needing immediate attention and I would insure them quick response. I would want them to feel confident that I am available and accessible any time they need my help. This would show them my interest in their needs, but it would also show them my confidence in their ability to work the electronic boards independently.