Program Evaluation & Faculty ParticipationBy Group 4: Charlotte Featherston, Sara Martin, Christina (Gaupp) Stacy, and Elsy Thomas
Historical Perspective & Background
• Early approaches to educational program evaluation
• Ralph Tyler’s behavioral objective model
A Classic Model: The Tyler Model • Often referred to as “objective model”
• Emphasis on consistency among objectives, learning experiences, and outcomes
• Curriculum objectives indicate both behavior to be developed and area of content to be applied (Keating, 2006)
Tyler’s Four Principles of Teaching
• Principle 1: Defining appropriate learning objectives
• Principle 2: Establishing useful learning experiences
• Principle 3: Organizing learning experiences to have a maximum cumulative effect
• Principle 4: Evaluating the curriculum and revising those aspects that did not prove to be effective (Keating, 2006)
Primary Strengths of Tyler’s Model
• Clearly stated objectives a good place to begin
• Involves the active participation of the learner (Prideaux, 2003)
• Simple linear approach to development of behavioral objectives (Billings & Halstead, 2009)
Progression of Program Evaluation
• 1980’s• Outcome assessments• State legislatures• National League from Nursing
(NLN)
• CCNE – 1990’s
Program Evaluation: 2000• Sauter (2000) surveyed all baccalaureate nursing programs in the United states to determine how they develop, implement, and revise their program evaluation plans.
• In 2006 Suhayda and Miller reported on the use of Stufflebeam’s CIPP model in providing a frame work for comprehensive program evaluation that would serve undergraduate and graduate nursing programs.
Relevance & Justification
Program Evaluation
Set Expectations
Collect Data
Use Data
Importance of Evaluation
Relevance
D-Implement Educational Program
G-Improvement the Educational Program
A-Needs Assessment
F-Feedback to 1- Learner
2- Teacher3-Organization
E-Evaluate the EducationalProgram
B-Educational objectives1- Cognitive
2- Psychomotor3-Attitude
C-Plan and Design Educational Program
1-Content 2-Method 3- Material
4-Evaluation methodology5-Environment
The ABC’S of EVALUATION
Impact to Program
Evaluation
Focus of Impact Evaluation
Participant’s perception and
satisfactionParticipant’s beliefs about teaching and
learning
Participant’s teaching
performance
Student’s perceptions about
staff teaching performance
Student’s learning
Effects on the culture of institution
Resources to Conduct
Impact Evaluation
Reliable and valid instruments
Trained data collectors
Personnel with research and statistical expertise
Equipment for data collection
Equipment for data collection analysis
When to do Impact Evaluation1.New program added to curriculum
2.Pilot programs which are due to be markedly scaled up 3.Ongoing program
Curriculum design
Discipline of knowledge
Characteristics of discipline
Characteristics of discipline
Evaluation on Curriculum
Conclusion• Program evaluation is collaborative, comprehensive, and complex.
• By understanding the history of program evaluation we can better understand the theory behind it.
http://teaching.berkeley.edu/sites/teaching.berkeley.edu/files/evaluationFINAL2.png
Conclusion• Evaluation should focus on a specific purpose with the goal of long-term
improvement.• Evaluators must consider program values along with societal expectations.
Conclusion“Development and implementation of a carefully designed theory-driven program evaluation plan will support continuous quality improvement for
nursing education programs” (Billings & Halstead, 2009, p. 507).
Assess Plan Improve
References• Bastable, S.B. (2013). Nurse as educator. (4th ed.). Sudbury, MA: Jones and Bartlett. • Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders. • Denham, T.J. (2002). Comparison of two curriculum/Instructional Design Models: Ralph W. Tyler and Siena College Accounting
Class, ACCT205. Retrieved from ERIC Database. (ED 471734)• Educational Development Programs, 6(2), 96-108. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/
13601440110090749• Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins.• Klein, C., (2006). Linking competency-based assessment to successful clinical practice. Journal of Nursing Education.45(9), 379-
383.• McDonald, Mary C. (2014). Guide to assessing learning outcomes. (3rd ed.). Sudbury, MA: Jones and Bartlett. • Northeastern Illinois University. (n.d.). Classical Model. Ralph Tyler, 1949, Book Summary. Retrieved from
www.neiu.edu/~aserafin/New%20Folder/TYLER.html• Oermann, M., & Gaberson, K. (2006). Evaluation and testing in nursing education. (2nd ed.). New York, NY: Springer Publishing
Company, Inc. • Outline of principles of impact evaluation . (n.d.). Retrieved from http://www.oecd.org/dac/evaluation/dcdndep/37671602.pdf• Prideaux, D. (2003). Curriculum design: ABC of learning and teaching in medicine. British Medical Journal, 326(7383), 268-270.
Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/?tool=pubmed• Ross, A. (2010). Survey data collection for impact evaluation. Retrieved from:
http://siteresources.worldbank.org/EXTHDOFFICE/Resources/5485726-1256762343506/6518748-1292879124539/25.Collecting-Quality-Data-for-Impact-Evaluation_Adam
• University of South Florida College of Education. (n.d.). Ralph Tyler’s little book. Retrieved from www.coedu.usf.edu/agents/dlewis/publications/tyler.htm