Research and Evaluation

“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.