School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 555 Assessment and Evaluation inAdult Education
S1P 2011 DL
Assistant Professor of Adult Education
EdD - Higher Education Administration, East Carolina UniversityMAEd - Adult Education, East Carolina UniversityBA - Public Relations/Mass Communications, UNC-Pembroke
8am - 8pm (EST) Monday-Friday
Title: Evaluating Training Programs
Author: D.L. Kirkpatrick & J.D. Kirkpatrick
Publisher: Berrett-Koehler Pyublishers, Inc.
To purchase for $30 as a PDF, see http://www.bkconnection.com/ProdDetails.asp?ID=1576753484&d=toc. Hardcover price: $42.95.
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Educational Philosophy: The instructor’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, Internet, videos, websites and writings. The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.
Class Assessment: This course is designed to increase your knowledge as well as critical thinking, oral, written, and nonverbal communication skills. Five elements, which are explained below, comprise your final course grade. A rubric, or grading tool, will guide you in preparing each assignment and in understanding the grades you earn on them. A standard 10-point grading scale is used for assigning the final course grade.
Participation. Discussions in an online class are similar to those in the traditional class. Please post your initial response to each topic no later than Wednesday of each week. Contribute to the exchange of comments and questions, and raise issues of related interest. You are expected to respond to at least two classmate entries per topic. All entries should be substantive rather than mere statements of agreement. Be respectful and courteous; proper spelling, punctuation, and slang-free grammar are expected at all times. We do not post prior to the start of each week, or after it has closed. Participation grades will be posted by Wednesday for the preceding week. (20 points/week)
Search and Summarize Essay. The field of adult education is evolving continuously. No single information source can provide all that one needs to stay abreast of important issues and trends. Yet collectively, members of a learning community can distill much from the wide array of resources available. For this assignment, you are to locate a recent publication on a course-related topic of interest to you. Select the publication from a peer-reviewed journal, research report, or professional organization. Other sources should be instructor-approved in advance. Please post your selection to the DocSharing section of our course for everyone to read. Summarize and critique the item for its relevance and contribution value to our field. Your essay will be due in the Dropbox on Sunday of Week 3, and posted to the designated Week 4 discussion thread. (60 pts.)
Interview. Through this activity you have an opportunity to establish or deepen a professional relationship with an expert in the field of training and development. In doing so, you will strengthen your interpersonal skills and learn first-hand about real-world assessment and evaluation. You are to identify a local organization of sufficient size to have a designated training and development department. Locate a managerial-level trainer if possible, and schedule a one-hour interview. Seek permission to record the interview, as it will greatly enhance your reflection and reporting. If your current location makes a telephone or email interview necessary, contact the instructor no later than week 2 of the course to discuss. Consult the rubric for guidance in preparing, conducting, and reporting (in first person voice) on the interview. Papers are due Sunday of week 4, and will be shared for group discussion in week 5. (100 pts.)
Core Assessment / Project.The purpose of this assignment is for you to apply some of the most relevant concepts and best practices in developing a comprehensive assessment or evaluation project. You will have much freedom in developing your project; however, at intervals during the process you will submit a detailed plan to the instructor for approval. Additional guidelines and a grading rubric will be provided. This assignment is due in the Dropbox on Sunday of week 7. (120 pts.)
Proctored final examination. Park University requires that a final examination be completed in person, during week 8, in a proctored testing environment. This exam may be written at any of the Park University sites around the country or at an alternative location (under approved circumstances). Display of a photo ID is required at the time of the exam. Guidelines for selecting an acceptable proctor can be found on the Park University website. Students are responsible for arranging a proctor for the final exam. Beginning Week 2 of the term, you can access the Park University Online Proctor Request form at http://proctor.park.edu to request a proctor. The ED555 deadline for proctor approvals is Friday of week 5. The exam will be comprehensive, essay type. A study guide will be provided in week 7. (60 pts.)
18 - 20 pts.
16 - 19 pts.
12 - 15 pts.
0 -11 pts.
Promptness and Initiative
Consistently responds to postings in less than 24 hours; demonstrates initiative
Responds to most postings within a 24 hour period; needs occasional prompting to post
Responds to most postings several days after initial discussion; limited initiative
Responds to few postings; rarely participates freely
Consistently posts correct entries with rare writing errors
Entries contain few writing errors
Writing errors are seen frequently
Uses poor spelling and grammar; entries seem “hasty”
Consistently posts comments related to topic; references cited relate well
Frequently posts remarks related to discussion content; prompts further discussion of topic
Most posts are short and offer no further insight into the topic
Posts items that do not relate to the topic; makes irrelevant or short remarks
States ideas and opinions in a clear and concise manner, supported and with a clear link to topic
States opinions and ideas clearly with occasional lack of clarity
Unclear connection to topic shown by minimal use of opinions or ideas
Does not express opinions or ideas clearly; no link to topic
Contribution to the Learning Community
Aware of needs of entire group; frequently attempts to spark group discussion; uses creative approaches
Frequently aims to move discussion; shares relevant viewpoints; and interacts freely
Adds occasional meaningful reflection, with marginal effort at involvement
Makes no effort to participate in the learning community; seems indifferent
Deductions on writing: spelling, punctuation, grammar, APA, etc.
Weekly discussion grade
SEARCH AND SUMMARIZE ESSAY
“A” range: 54 – 60 points
FOCUS. Contains a clearly identifiable and sharp focus statement. Fully developed paragraphs give support. Illuminating insights engage the reader.
DEVELOPMENT. Paper presents a full discussion - uses material from supplied readings and ideas, experiences, or information supplied by the writer. All material is smoothly integrated and persuasively supports the focus.
ORGANIZATION. Easy to follow, and its structure seems effortless because of smooth transitions and a convincing rhetorical pattern.
MECHANICS. Reads exceptionally smoothly, with effective transitions. Contains no errors in grammar, usage, punctuation, or spelling.
“B” range: 48 – 53 points
FOCUS. Contains an identifiable and sharp focus statement. Fully developed paragraphs lend support.
DEVELOPMENT. Paper has incorporated material appropriately and smoothly in terms of style and content; includes writer’s ideas and experiences. The focus is clearly supported.
ORGANIZATION. Has a clear paragraphing and logical sequence of topics.
MECHANICS. Paper may contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted. Contains no errors in grammar, usage, punctuation, or spelling.
“C” range: 42 – 47 points
FOCUS. Contains a focus statement but it is less well developed. Paragraphs may support the focus, but are less developed.
DEVELOPMENT. Paper uses some material to support its focus; sources are not discussed critically.
ORGANIZATION. Paper is generally easy to follow, with reasonable paragraphing, though the discussion may wander briefly.
MECHANICS. The lack of smooth flow may distract the reader but the meaning can be determined. Contains no errors in grammar, usage, punctuation, or spelling.
Unacceptable: 0 – 41 points
FOCUS. Paper lacks focus and cohesion.
DEVELOPMENT. Paper makes no use of sources, fails to provide coherent support for the focus, or it consists of unmarked quotations (such as copying from the sources word-for-word.)
ORGANIZATION. Paper is difficult to follow, either because the sequence of topics is illogical or repetitive, or because the paragraphing is not helpful.
MECHANICS. Paper has severe problems with sentence structure or word choice – to the extent that the meaning is difficult or impossible to understand. Contains errors in grammar, usage, punctuation, or spelling.
DEDUCTIONS on writing (spelling, punctuation, grammar, APA, etc.)
Selects appropriate interviewee (title, scope of duties, accessibility).
Describes preparation of interviewee for role as trainer/staff developer.
Includes the job description of the interviewee.
Describes the scope of services and/or products of the organization.
Identifies the training/development challenges faced by the organization.
Describes the employee/trainee population in the organization.
Describes training/development priorities (short- and long term) of interviewee.
Identifies approaches used in the assessment/evaluation of employee knowledge, skills, and disposition. Which of these traits is/are considered embedded, and which are addressed in training/development programs? (see course obj. #4)
Discusses the use of recognized models of assessment/evaluation.
Describes significant new insights into adult education as a result of this activity.
Deductions on writing: spelling, punctuation, grammar, APA, etc.
I. Cognition (60 pts.)
Exceeds expectations. Paper contains a clearly identifiable and sharp focus statement. Fully developed paragraphs give support. Illuminating insights engage the reader. Writer presents a full discussion, using material from assigned readings and ideas as well as personal experiences and information supplied by the writer. All material is smoothly integrated and supports the focus persuasively.
Meets expectations. Paper contains an identifiable and sharp focus statement. Fully developed paragraphs lend support. Writer has incorporated material appropriately and smoothly in terms of style and content; includes writer’s ideas and experiences. The focus is clearly supported.
Does not meet expectations. Paper contains a focus statement but it is less well developed. Paragraphs may support the focus, but are less developed. Writer uses some material to support the focus; sources are not discussed critically.
Shows no evidence of meeting expectations. Paper lacks focus and cohesion. Writer provides few if any appropriate sources and fails to provide coherent support for the focus.
II. Technical Skill (30 pts.)
Exceeds expectations. Paper is easy to follow, and its structure seems effortless because of smooth transitions and a convincing rhetorical pattern. Reads exceptionally smoothly, with effective transitions. Writer made no errors in grammar, usage, punctuation, APA style, or spelling.
Meets expectations. Writer uses clear paragraphing and logical sequence of topics. Paper may contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted. Writer makes no errors in grammar, usage, punctuation, or spelling.
Does not meet expectations. Paper generally is easy to follow, with reasonable paragraphing, though the discussion may wander briefly. The lack of smooth flow may distract the reader but the meaning can be determined. Writer makes no more than three (3) errors in grammar, usage, punctuation, APA style, or spelling.
Shows no evidence of meeting expectations. Paper is difficult to follow, either because the sequence of topics is illogical or repetitive, or because the paragraphing is not helpful. Paper has severe problems with sentence structure or word choice – to the extent that the meaning is difficult or impossible to understand. Writer has committed numerous errors in grammar, usage, punctuation, APA style, or spelling.
III. Disposition (15 pts.)
Assessed via discussions about Project.
Exceeds expectations. States ideas and opinions in a clear and concise manner, supported and with a clear link to topic.
Meets expectations. States opinions and ideas clearly with occasional lack of clarity. Frequently aims to move discussion; shares relevant viewpoints; and interacts freely.
Does not meet expectations. Most posts are short and offer no further insight into the topic. Unclear connection to topic shown by minimal use of opinions or ideas. Adds occasional meaningful reflection, with marginal effort at involvement.
Shows no evidence of meeting expectations. Responds to few postings; rarely participates freely. Discussion entries seem written in haste. Does not express opinions or ideas clearly; no link to topic.
IV. Leadership (15 pts.)
Exceeds expectations. Consistently posts comments related to topic; references cited relate well. Consistently responds to postings in less than 24 hours; demonstrates initiative. Aware of needs of entire group; frequently attempts to spark group discussion; uses creative approaches.
Meets expectations. Frequently posts remarks related to discussion content; prompts further discussion of topic. Responds to most postings within a 24 hour period; needs occasional prompting to post.
Does not meet expectations. Responds to most postings several days after initial discussion; limited initiative. Adds occasional meaningful reflection, with marginal effort at involvement.
Shows no evidence of meeting expectations. Posts items that do not relate to the topic; makes irrelevant or short remarks. Makes no effort to participate in the learning community; seems indifferent.
1. Weekly discussions
20 pts. x 8 wks. à 160 pts.
Wednesday & Sunday
Wk. 3 Sunday
Wk. 4 Sunday
4. Core Assessment - Project
5. Proctored final exam
Wk. 8 Sunday
90 – 100 % or
450 - 500 points = A
80 – 89 % or
400 – 449 points = B
70 – 79 % or
350 – 399 points = C
Late Submission of Course Materials:
Due to the brevity of the term, late assignments are not allowed except in cases of extreme emergency, and at the discretion of the instructor. When in doubt, always contact your instructor rather than waiting until a due date has passed. Work submitted late may receive a 3-point score reduction for each day the assignment is late.
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2010-2011 Graduate Catalog Page 20
Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
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Last Updated:1/12/2011 11:32:16 AM