Evaluation Plan

Edmodo Training Program

Amanda Sutliff

2013

Contents
Evaluation Process................................................................................................................................... 2 Alignment to the Four Levels of Evaluation .............................................................................................. 3 Alignment of Unit Goals to the evaluation process .................................................................................. 3 Evaluation Tools and Materials ................................................................................................................ 4 Summary of Modifications:...................................................................................................................... 4 Reference List:......................................................................................................................................... 5

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Evaluation Process
Basis of evaluation The first three unit goals serve as the basis for the evaluation. The learner will create a teacher account on Edmodo. The learner will create a student account on Edmodo. The learner will post messages to communicate on Edmodo.

The primary measure of effectiveness is whether the learner finishes the module with a student and teacher account created and messages posted between them. If the learner has completed this, then the module is successful. During the module, the facilitator will observe students at work to ensure that each trainee is progressing through the learning tasks. The module should be modified to address any questions the trainees have while working as well as any steps that need clarification.
Evaluation

To see if the stated goals are met, the training facilitator will obtain each trainees group code in order to moderate the notes that each trainee posts on his or her teacher account. Trainees will also post replies to an introductory note on the Edmodo training classroom, using their student accounts. If a trainee posts a reply to a note on his or her student account and creates a note on his or her teacher account, then he or she has met the unit goals. The remainder of the time will be used to introduce the trainees to the advanced skills and functions of the Edmodo classroom, in order to ensure that the trainees continue to use the program in their classrooms, which is an overall goal of the module. This will include sharing tips and fun ideas for using Edmodo in the classroom, asking the trainees to complete the quiz and poll to get them interested in creating their own quiz or poll, and helping trainees digitize a lesson or unit for their own classroom.
Improving the Module

A questionnaire will be administered on Edmodo to gain feedback on the effectiveness of the module. The questions are attached as they appear on Edmodo. The trainees will also be able to take a poll Besides tracking the specific goals, the administrator will measure how efficient and clear the actual module is in helping students attain the goals. This will help evaluate how the module can be improved. In addition to the questionnaire administered on Edmodo that will allow the trainees to evaluate the training, the facilitator will also observe trainees at work in order to record any questions the trainees have, and to identify points in the module where further instruction or modifications to the instruction are needed.

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Alignment to the Four Levels of Evaluation

This evaluation was designed using Kirkpatricks levels of evaluation. This model provides a rich context for understanding of the place and the role of various instruments and indicators as tiles in the overall mosaic of assessment, as specific indicators are mapped onto four levels of criteriareaction, learning, behavior, and results criteria (Ludmila, 2010, p. 219). The Edmodo survey addresses Level 1, Reaction, because it measures the level of satisfaction from the trainees after completing the training. The observation during the training measures how well the trainees are learning, and is linked to Level 2, Learning. There are questions on the survey that will measure the extent to which the trainees intend to continue using Edmodo in their classrooms and what their plans are for the program. These questions on the survey address Level 3, Behavior. The overall goal of the module is for the trainees to begin using Edmodo in their classrooms and continue to use the program. Its also possible for a facilitator to evaluate the programs results (Level 4) by continuing to log in to each trainees Edmodo classroom to monitor use of the program.

Alignment of Unit Goals to the evaluation process

There must be a direct link between instructional objectives and test items (Morrison et. al., 2011). The instructional objectives have been cited in the evaluation process. Each objective has a related question on the Completion Questionnaire. The corresponding questions and objectives are listed below: Objective 1: The learner will create a teacher account on Edmodo. 1. On a scale of 0 to 5 with 0 being Not Comfortable at All and 5 being Completely Comfortable, how comfortable are you with logging in and using your teacher account? Objective 2: The learner will create a student account on Edmodo. 2. On a scale of 0 to 5 with 0 being Not Comfortable at All and 5 being Completely Comfortable, how comfortable are you with logging in and using your student account? Objective 3: The learner will post messages to communicate on Edmodo. 3. On a scale of 0 to 5 with 0 being Not Comfortable at All and 5 being Completely Comfortable, how comfortable are you with replying to and creating notes on your teacher account and student account? Additionally, this module has an extended lesson 4 with advanced objectives. This lesson matches well with question 4 on the Completion Questionnaire: 4. What types of features did you use in this training? Students can select any of the advanced features of Edmodo to work with from lesson 4. Every objective in this training module is thoroughly covered in one of four lessons in a way that ensures that the instruction and materials match the unit goals.

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Evaluation Tools and Materials

The selected Evaluation Process is a questionnaire. Probably the most common means of assessing attitudes is through questionnaires or surveys (Morrison et. al., 2011, p. 332). Questionnaires tend to use open-ended questions that can allow for the learners opinions to be collected. This is particularly appropriate for this module because before teachers will want to use a program like Edmodo, they will need to believe that it has relevance in their classrooms. Their opinions about Edmodo will be a valuable tool for us to gauge whether they changed their attitudes about Edmodo, and if they feel comfortable using it after completing the training. In the Task Analysis section on page 11 of this guide, teacher attitudes are addressed. It is important for teachers to understand that Edmodo is a secure learning social network, or they will be hesitant to use it. This topic is also addressed with the unit goals on page 9 of this guide, and in the Pre-Workshop Planning section of this guide on page 32. We have addressed this need for an attitude change in the Effectiveness Questionnaire under question 3 by asking our learners to bring to our attention any concerns or questions they have about Edmodo.

Summary of Modifications:
This Evaluation Guide was modified from the Edmodo Training Program created by Amanda Sutliff, ShaBranda Faison, Judy Dains, Nathan Pomeroy, and Norma Wroble. I revised the entire Evaluation Plan. I added the section on Kirkpatricks Four Levels of Evaluation. I created the survey inside the Edmodo training classroom, using only three questions from the original survey. I added a few questions to the survey to address Level 3, Behavior.

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Reference List:

Ludmila, P. (2010). Educational Assessment, Evaluation and Accountability, v22 n3 p215-225 Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

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