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EDT 3203

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Mouza Salem

on 18 June 2014

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Transcript of EDT 3203

Overview of Kirkpatrick Evaluation Model
Kirkpatrick Model

is a methodology to evaluate a training or educational product (CBT) that aims at measuring four outcomes from that training (Watkins, Leigh, Foshay & Kaufman, 1998).
How We Applied These Levels in Our CBT Project
Level1: Reaction: Questioning Students:

Did you like it? hate it?
Was it difficult to use? why?
Will you use it again? why?

Layla Ahmed (H00202951)
Mouza Salem (H00235384)
Muna Yahya (H00203311)
Computer-Based Training
EDT 3203
Final Assessment:
Evaluating a CBT Product Created in iBooks Author
Instructor: Jamila Al Shehhi
Purpose: To investigate the impact and effectiveness of a particular training.
Level1: Reaction
How learners feel about the training.
Level2: Learning
What knowledge, skills and attitudes they acquired.
Level3: Behavior
How learners implement what they learned.
Level4: Results
Benefits or outcomes from the training.
Figure 1. Kirkpatrick 4 levels of evaluation. Retrieved from http://edgecc.moonfruit.com/training-isd/4560779768
http://prezi.com/16zqsb0ef7oq/?utm_campaign=share&utm_medium=copy&rc=ex0share

Level2: Learning: K-W-L Method:

What do you
know
about the lesson?
What do you
want to know
?
What did you
learn
? what did you learn from the book as well?

How We Applied These Levels in Our CBT Project
Level3: Behavior: Observations during a Discussion:

What would change in your behaviors:
(a) After learning the lesson
(b) After using the electronic book.


Level4: Results: Classroom Meeting and MST Interview:

Did you achieve the objectives? how?
Did the book influence you? how?
Interview with Mentor School Teacher: Is it successful? what impact will it have on the students? on the school community?

Why Did We Choose these Evaluation Tools?
They are reflective tools.

KWL method stimulates students’ prior knowledge which, therefore, improves comprehension (Bos & Vaughn, 2002).

Constructivism theorists support constructing knowledge (Bruner, 2006).

Observations and discussions allowed us to understand participants’ attitudes (Tracy, 2009).

Tools We Didn't Conduct
Surveys: Students copy answers.
Questionnaires: Closed-ended questions don't provide enough data.
Students' Interviews: Students feel nervous.
Analysis of the Results from the Evaluations
After applying the evaluations we found that:

1. Evaluations helped us to:
Know our strengths and weaknesses as program designers.
Understand more about the facilitator role of the teacher.
Evaluate the Ministry of Education trends of using e-books in future.

2. Evaluations can increase students' meta-cognition:
Involving students in the learning process increases their awareness of their learning (Goh & Taib, 2006).
Duffy & Cunningham (1996) emphasized that “active learning” results from knowledge construction (Lefoe, 1998).


Abantian. (2014, April 28). Donald Kirkpatrick Author of Reference in Evaluation Training. [Video file]ز (0.35 - 1.35)
Preview:
Overview of Kirkpatrick evaluation.

Explanation of the four levels & how we applied them.

Explanation and justification of the evaluations.

Analysis of the results.

Recommendations.
Recommendations
Analysis of the Results from the Evaluations
3. Learning objects (or CBT products) can enhance students'
performance because:
Curriculum integration is possible. Information integration theory suggests that students’ cognition and attitudes will change (Anderson, 2014).
The cognitive theory argues that when students guide their learning, they learn on their own pace (Orlich, Harder, Callahan, Trevisan, Brown & Miller, 2013).
Making learning visible help students to make sense of their learning (Connie & Brookhart, 2012)
Use the Ministry of Education standards.
Use Instructional Design (ID) models for better CBT products.
Involve different teachers in the evaluation process.
Evaluate the evaluation (Be meta-evaluator).
Differentiate your methods.

The ID model adopted in this project was ADDIE because it is student-centered approach (Peterson, 2003)
Donald Kirkpatrick
(1924 - 2014)
The publication of his ideas: 1959
References
Problems we Faced
Some students are not skilled in using iPad.
The CBT took longer time than expected.
It emphasized individual work rather than group work.
Full transcript