Use your new understanding about evaluations to address this question: Which evaluation model from chapter 5 would you choose for your own Evaluation Report-Course Project?

I’m warming up to the idea of doing something creative for one of these assignments, but the amount of time I would have to spend on my creative energies made me resist this time.  So for now, I will explain my choice by writing.   My ideas are not completely clear to me yet, but I find that writing my thoughts helps bring more clarity. 

This is my last year to teach in my current school because my wife and I will be moving back to the USA during the summer.  I am quite invested in one group in particular because I have been working with them for 2 years in a row.  This year in particular, I have established a strong presence of Web 2.0 tools with all students setting up Google accounts from the beginning of the year.  In terms of technology integration, I have been more progressive than most of the faculty.  Though many of my colleagues admire what I have done, no one in the English department has made strides to do the same.  An evaluation of this program, Peer Structure and Support, can help the school, and specifically the English department, to make a decision about more teachers implementing it. 

After reviewing the models, I believe the decision-making model would best suit my evaluation.  This selection is based on my consideration of 3 different factors: 1) the program can establish a continuation for technology integration into their approach to learning, 2) the program demonstrates how students can experience that learning is not a spectator sport, but that they can actually play in the game, and 3) the evaluation will lead to my own decision about further development of the program in my professional life. 

My students already have accounts set up in Google for school use.  When they enter 10th grade next year, they could easily continue using these accounts for multiple assignments.  The x-factor is whether or not the next teacher will facilitate these types of assignments or accept student work in digital formats.  This program asks students to create digital peer assessments by using Google Forms.  Showing that this has a positive impact on students will help other teachers see the benefit of such an initiative. 

Many of my colleagues continue to use teacher-centered instruction.  Evaluating this program will allow teachers to view the results of a learner-centered activity.  Both students and teachers struggle to see the constructivist view of learning, which engages the students to discover learning for themselves.  No longer do they have to look at the material through the eyes of someone else’s assessment, but they can learn to identify objectives and create their own assessments. 

Lastly, as I move on, I hope that this evaluation will validate my beliefs about the effectiveness of this program.  I know this is a bad sign for the evaluation, as I am supposed to remain as unbiased as possible.  Nonetheless, as I enter into a new teaching environment (still unknown at this point), I want to be able to make a decision about whether or not my next group of students can benefit from this program.

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