“Evaluation is the process of determining the adequacy of instruction and learning” (Seels & Richey, 1994, p. 54).
The domain of Research and Evaluation includes four sub-domains: Problem Analysis, Criterion-Referenced Measurement, Formative & Summative Evaluation, and Long-Range Planning.
5.1 Problem Analysis
Problem Solving Through Programming and Play – Needs Assessment
This artifact is a needs assessment of problem solving skills for 5-7 year-old children. This fits under this sub-domain because it demonstrates my ability to apply problem analysis skills in appropriate education communications and instructional technology contexts.
Problem Solving Through Programming and Play – Learner Analysis
This artifact is an analysis of the strengths, challenges, and motivations of the target audience for the workshop. This fits under this sub-domain because it demonstrates my ability to apply problem analysis skills in appropriate education communications and instructional technology (ECIT) contexts.
5.2 Criterion-Referenced Measurement
5.3 Formative and Summative Evaluation
Edmodo Workshop – Reflection (Summative Evaluation)
This artifact is a summative evaluation I conducted on the Edmodo Workshop I co-presented in class. This fits under this sub-domain because it demonstrates my ability to apply summative evaluation strategies in ECIT contexts.
Problem Solving Through Programming and Play – Formative Evaluation
This document is the formative evaluation plan our group developed for the workshop. This artifact fits under this sub-domain because it demonstrates my ability to apply formative evaluation strategies in ECIT contexts.
5.4 Long-Range Planning
References
Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Washington, D.C: Association for Educational Communications and Technology.