Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of (theories, and research related to) problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
"Evaluation is the process of determining the adequacy of instruction and learning" (Seels & Richey, 1994, p. 54). ECIT candidates demonstrate their understanding of the domain of evaluation through a variety of activities including problem analysis, criterion-referenced measurement, formative evaluation, and summative evaluation.
Evaluations are a fundamental part of the Instructional Design process. Evaluations determine the functionality, usability, and instructional soundness of material that is created. Evaluations are not only used for designing instruction, but also in most jobs. As a teacher, I am evaluated each year to determine whether or not I am a successful educator. Another important reason to conduct evaluations is to ensure that assessments are aligned with standards that are being taught. As a part of the ITMA program, we often had to evaluate our own work, which gave me a lot of insight into my understanding of the ID process. It is always helpful to have an extra set of eyes when going through the ID process because it is so tedious. It is easy to overlook mistakes when looking at the same documents, spreadsheets, and programs for so long.
**All files are in the (.doc) format.
"Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies" (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects.
"Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content" (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced performance indicators in the assessment of instruction and ECIT projects.
“Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of instruction, ECIT projects, and ECITprograms.
Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future." (Certo, et al, 1990, p. 168). ECIT candidates demonstrate formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations.
