Braxton County

Evaluation Plan

FRIT 7237: Evaluation of Educational Needs and Programs

Fall 2017- Dr. Hodges

Cicely Jackson

Ashley Lee

Christina Rice

Emmanuel Solomon

Miranda Thigpen
Project Evaluation:

Great Southern University will work with the Braxton County Middle School math teachers

during training workshops to monitor their implementation of the New State Standards of

Mathematics (NSSM). The Great Southern University team will use quantitative and qualitative

research to evaluate how the Problem-based Mathematics program is being implemented.

Participants:

A survey of 153 Braxton County mathematics teachers was conducted in October 2011 to assess

the teachers perceived needs and interest in the project, 61% indicated low-level of experience

with NSSM and 58% indicated high interest in professional development experience. The

participants were recruited from a variety of teachers that will teach mathematics during the

2015-2016 school year. Although the focus is on 6th, 7th, and 8th grade mathematics teachers,

any grade level can participate with a capacity of 16 teacher’s total. The study group for this

evaluation was recruited by administration via mail or email to advertise the project.

Implementation Evaluation:

This evaluation will determine if the project is following the important elements in the proposed

plan and if any modifications should be applied. The duration of this project is scheduled from

June 25, 2015 to no later than January 2016. The first evaluation will occur one week after the

project has been launched. If modifications are needed, they should be implemented after each

evaluation.

Objective: Implementation Question Conducted Evaluation Activity:

Addressed:

Objective 1 Have the participants increased their Participants will visit select local businesses
knowledge on how local businesses and industries to see how mathematics is
use mathematics? used in this setting.
Objective 2 Are they strengthening their ability to
create problems-based learning
activities based on their knowledge of
how the businesses use math?
Objective 2 Are they strengthening their ability to
create problems-based learning
activities based on their knowledge of
how the businesses use math?
Objective 1 Are they strengthening their ability to
Objective 2 create problems-based learning
activities based on their knowledge of
how the businesses use math?
Objective 1 Are the participants confident in
Objective 2 implementing instructional
Objective 3 technology into the PBL activities?
Objective 1 Are they strengthening their ability to
Objective 2 create problems-based learning
Objective 3 activities based on their knowledge of
Objective 4 how the businesses use math?
Objective 1 Are they strengthening their ability to
Objective 2 create problems-based learning
Objective 3 activities based on their knowledge of
Objective 4 how the businesses use math?
Objective 4 Are they strengthening their ability to
create problems-based learning
activities based on their knowledge of
how the businesses use math?
Objective 4 Are they strengthening their ability to
create problems-based learning
activities based on their knowledge of
how the businesses use math?
Objective 4 Are they strengthening their ability
to create problems-based learning
activities based on their
knowledge of how the businesses
use math?
Participants, with the help of GSU faculty
and small groups, will use this information to
create PBL modules for mathematics based
on the examples observed from the local
businesses and industries.
Participants will participate in the study and
exploration of new standards with the
assistance of GSU faculty and an expert
consultant for NSSM standards.
Participants will work with GSU faculty on
PBL and instructional design:
Identification/review of mathematics in
context.
Participants will learn how to incorporate
instructional technology and participate in
idea sharing for PBL module creation.
Participants will complete action research for
planning the implementation and evaluation
of PBL module creation and will be assisted
by GSU faculty.
Participants will refine PBL modules with
online communication with GSU staff.
Participants will participate in a mid-
implementation meeting to share ideas and
concerns.
Teachers will conduct a self-evaluation of
how the project is progressing.
Teachers will meet with GSU staff to
debrief and share results of module
implementation. PBL modules will be
posted on a wiki for public use.
 Summative Evaluation:

This evaluation will determine if the project successfully reached its goals and objectives that are

stated in the previous table. Questions similar to the implementation evaluation questions will be

addressed at the conclusion of the project. Results from this summative evaluation will guide

project developers in making modifications for future use of this project.

Objective Indicator Data Source

1. 1. Design PBL Modules
using local businesses
and industries
Modules are created by
local businesses and
industries.
PBL modules: teachers will submit
their modules to administrators.
Review: stakeholders will design and
use a rubric to monitor how relevant
PBL is.

2. Design PBL aligned Module lesson activities are GSU will review module lessons and
to NSSM aligned to NSSM. student work samples for content
alignment of PBL module.

3.Integrate technology PBL module lesson Student work samples, classroom

into PBL modules activities are integrated observations, teacher lesson plans
with appropriate will be reviewed by GSU for
technology. effective technology integration.

4. Implementation and PBL records of Surveys, classroom observations,

Evaluation of PBL implementation and student work samples, teacher lesson
modules Evaluations. plans, results of CRCT.
Review: stakeholders will design and
use a rubric to monitor effectiveness
and relevance of PBL.

Data Collection Schedule

Data set Date of Instruments Data collected by: Summary of Data
collection already Results Available:
developed?

Survey October Yes Survey of level of experience 61% of teachers

2011 of new state standards for indicated low level
mathematics. Braxton County of experience with
administrators. NSSM
Survey October Yes Survey of interest level in 58% indicated
2011 participating in professional high level of
development. Braxton County interest in such
administrators. workshops

CRCT student October Yes Achievement data for student Percentage of

achievement 2011 needs collected using the students meeting or
data for 6-8 2009-10 and 2010-11 CRCT exceeding in math
grades 2009- data provided by Braxton decreased or
10 and 2010- County administrators and minimally
11 school year. reviewed by GSU faculty. increased across all
schools.

Small groups/ June 25, Yes activities Group workshop including

Idea sharing 2015- June created for this established pedagogues such
29, 2015 workshop. as PBL and Understanding by
(See Design instructional design
Implementation model. Conducted by GSU
Evaluation faculty and consultants.
Table)

Online tools July 2015 Yes Electronic tools for

such as e-mail communication such as e-mail
and wiki. and wikis.

Focus Group Fall 2015 No Mid- implementation meeting

with teachers and Great
Georgia Southern University
faculty to discuss concerns
related to implementation.

Self - Fall 2015 No Teachers complete self-

evaluation evaluation of module
implementation. Conducted by
teacher participants.

Focus Group Fall No Project debrief meeting in

2015- Braxton County conducted
January by Great Southern Faculty.
2016