Bringing History Home Bringing History Home Evaluation Overview Evaluation Overview The Center for Evaluation and Assessment The Center for Evaluation and Assessment The College of Education The College of Education The University of Iowa The University of Iowa http://www.uiowa.edu/~cea/ http://www.uiowa.edu/~cea/ [email protected][email protected][email protected][email protected]Copyright: D. Yarbrough, J. Kearney, E. Copyright: D. Yarbrough, J. Kearney, E. Fillpot, 2005 Fillpot, 2005
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Bringing History Home Bringing History Home Evaluation OverviewEvaluation Overview
The Center for Evaluation and Assessment The Center for Evaluation and Assessment The College of EducationThe College of Education
The University of IowaThe University of Iowahttp://www.uiowa.edu/~cea/http://www.uiowa.edu/~cea/
Provide workshop and ongoing Provide workshop and ongoing supportsupport
Present on BHH at conferencesPresent on BHH at conferences
Ongoing Teacher SupportOngoing Teacher Support
E-mail correspondenceE-mail correspondence
Unit preparation meetings by grade Unit preparation meetings by grade levellevel
On–site visitsOn–site visits
Goal 3Goal 3
Implementation and Implementation and evaluationevaluation
Implement the BHH project in the Implement the BHH project in the
classroom and evaluate the classroom and evaluate the effectiveness of its effectiveness of its
components.components.
Goal 4Goal 4
DisseminationDissemination
Create an Iowa network of K-6 Create an Iowa network of K-6 history history
advocates and instructors. advocates and instructors. Contribute to national awareness of Contribute to national awareness of
K-6 history.K-6 history.
BHH BHH CollaborationsCollaborations
Among TeachersAmong Teachers Collaboration within and across Grade Collaboration within and across Grade
LevelsLevels During the workshopsDuring the workshops In planning the unit implementationsIn planning the unit implementations In evaluation focus groupsIn evaluation focus groups
Collaboration with BHH MentorsCollaboration with BHH Mentors During the workshopsDuring the workshops Via e-mailVia e-mail
Collaboration between DistrictsCollaboration between Districts Via the website – Teachers’ lesson plan Via the website – Teachers’ lesson plan
adaptationsadaptations Through mentors and the BHH directorThrough mentors and the BHH director
Context for This Context for This EvaluationEvaluation
Functions as a special sub-project Functions as a special sub-project Serves developmental and Serves developmental and
Serves accountability and Serves accountability and compliance (summative) purposescompliance (summative) purposes
Follows a collaborative approachFollows a collaborative approach
Project Aspects for Understanding, Project Aspects for Understanding, Description, and Possible Description, and Possible
ImprovementImprovement The context and the potential beneficiaries, The context and the potential beneficiaries,
including their needsincluding their needs Theory and scholarly foundation for the Theory and scholarly foundation for the
projectproject The project goals, objectives, resources, The project goals, objectives, resources,
inputs, activities, personnel, facilities, inputs, activities, personnel, facilities, processes, and proceduresprocesses, and procedures
The project outputs (products; people The project outputs (products; people served)served)
The project outcomes and impactsThe project outcomes and impacts
BHH Evaluation MethodsBHH Evaluation Methods
Year One Year One Teacher focus groupsTeacher focus groups Teacher surveysTeacher surveys Interviews with summer Interviews with summer
project personnelproject personnel
Year TwoYear Two Teacher individual Teacher individual
and/or focus group and/or focus group interviewsinterviews
Classroom observationClassroom observation Collection of student Collection of student
work productswork products Brainstorming sessionBrainstorming session
Year ThreeYear Three Classroom observationClassroom observation Focus groupsFocus groups Teacher SurveysTeacher Surveys Collection of student Collection of student
work productswork products Student focus group Student focus group
pilots pilots (Grades 3 and 5)(Grades 3 and 5)
Formative Evaluation Formative Evaluation Building collaboration with teachers Building collaboration with teachers
and staffand staff Documenting/describing actual Documenting/describing actual
implementationimplementation Focus groupsFocus groups Brainstorming sessionsBrainstorming sessions Student outcome work sessionStudent outcome work session Informal feedback to teachers and Informal feedback to teachers and
project staffproject staff
ImprovementsImprovements
Personnel evaluation and necessary Personnel evaluation and necessary changeschanges
Timing and timeliness of communication Timing and timeliness of communication Communication and collaboration Communication and collaboration
structuresstructures Unit implementationUnit implementation Working with teachers on creating Working with teachers on creating
If the project is maximally If the project is maximally successful, what changes might you successful, what changes might you see in classrooms and teaching?see in classrooms and teaching?
If the project is maximally If the project is maximally successful, what changes might you successful, what changes might you see in students?see in students?
Q: What is the message of this poster?Q: What is the message of this poster?
A: I think it is for all the U.S. citizens to support and A: I think it is for all the U.S. citizens to support and pray and other things to do, like national security pray and other things to do, like national security and armies.and armies.
A: I think it is most intended for American citizens, A: I think it is most intended for American citizens, so they will pray and support them and go and work so they will pray and support them and go and work and give the troops support, and just give them and give the troops support, and just give them vehicles, food, water so they can survive and still vehicles, food, water so they can survive and still fight.fight.
A: I think it’s kind of like people, like what they A: I think it’s kind of like people, like what they said. Just to get them ready for the war, to help said. Just to get them ready for the war, to help them get their—I think it’s for the people of the them get their—I think it’s for the people of the United States that are kind of like that, like want to United States that are kind of like that, like want to go to war. go to war.
A: I think it is for adults to get jobs so they can give A: I think it is for adults to get jobs so they can give their best and produce more for the soldiers. their best and produce more for the soldiers.
A: Another thing is like kids maybe if they are A: Another thing is like kids maybe if they are walking down the street and find a tire to go put it walking down the street and find a tire to go put it in recycling and try to help out more than you in recycling and try to help out more than you usually would..usually would..
Q: What does the poster hope the Q: What does the poster hope the audience will do?audience will do?
A: Support them, recycle, and make A: Support them, recycle, and make extra elbow baking grease to help extra elbow baking grease to help explode the bombs.explode the bombs.
A: I think it hopes that you will go and A: I think it hopes that you will go and help out at other places, so if you just help out at other places, so if you just saw this saw this poster and you didn’t have a job, poster and you didn’t have a job, maybe you’d be more determined to maybe you’d be more determined to go find ago find ajob and then hopefully you’d go and job and then hopefully you’d go and end up helping the troops later on – end up helping the troops later on – get a job.get a job.
A: Give food and grow a bigger garden A: Give food and grow a bigger garden to give to the troops.to give to the troops.
““The dust bowl was very horrible. Part of it was the farmers The dust bowl was very horrible. Part of it was the farmers fault. They got greedy and plowed up all of their feilds and fault. They got greedy and plowed up all of their feilds and planted wheat. Then there was a drought. It lasted 8 years. planted wheat. Then there was a drought. It lasted 8 years. So then the wheat died so there was just dirt. So now when So then the wheat died so there was just dirt. So now when the wind blew on the dirt it would make the dirt fly up in the the wind blew on the dirt it would make the dirt fly up in the air. Since there were so many feidls that were just dirt, so air. Since there were so many feidls that were just dirt, so strong winds came and all the dirt went in the air and it strong winds came and all the dirt went in the air and it turned black. One guy put his hand in front of his face and turned black. One guy put his hand in front of his face and touched his nose and he couldn’t see his hand. And then touched his nose and he couldn’t see his hand. And then grasshoppers flew in and they wreaked havock on those grasshoppers flew in and they wreaked havock on those poor people. The grasshoppers got squished on the tracks poor people. The grasshoppers got squished on the tracks so the trains wheels would just spin on the tracks in that so the trains wheels would just spin on the tracks in that spot. Some people would try to stay at there homes because spot. Some people would try to stay at there homes because they didn’t have to leave. Others packed up all their stuff they didn’t have to leave. Others packed up all their stuff and left as soon as they could to California because they and left as soon as they could to California because they thought that was the place to be. But they were wrong. The thought that was the place to be. But they were wrong. The farmers there treated them horrible. They put them in farmers there treated them horrible. They put them in sheds with no floors. They got one dollar a day and they had sheds with no floors. They got one dollar a day and they had to pay 25 cents to stay.” to pay 25 cents to stay.”
Data Collection Design for Data Collection Design for BHHIIBHHII
Content and Skill Aligned Assessment Content and Skill Aligned Assessment ConstructsConstructs
Collaborative Selection & Development of Collaborative Selection & Development of Mixed- and Multi-Method Designs and Mixed- and Multi-Method Designs and InformationInformation
Quasi-experimental Design with Comparative Quasi-experimental Design with Comparative Treatments; Case Studies; Quantitative and Treatments; Case Studies; Quantitative and Qualitative InformationQualitative Information
Post-hoc (Regression) Analyses of Teacher and Post-hoc (Regression) Analyses of Teacher and Classroom Effects on Student OutcomesClassroom Effects on Student Outcomes
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