Evaluation
This section of the portfolio demonstrates my abilities in the advanced design standard and performance competencies of Evaluation. AECT states the individual should demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

The section immediately below provides links to the relevant courses, professional experiences, and supporting exhibits that demonstrate this competency. Listed below these links is an enumeration of the Evaluation standard and suggested performance indicators as recommended by AECT.

  • Relevant Courses
    Formal coursework and informal training that demonstrate application and understanding of the Evaluation Competency.
  • Professional Experiences
    Career experiences that demonstrate application and understanding of the Evaluation Competency.
  • Supporting Exhibits
    Demonstrable exhibits and products that showcase application and understanding of the Evaluation Competency.



Evaluation Explanation:
“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.

Problem Analysis
“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
“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 and Summative Evaluation
“ 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 ECIT projects and programs.

Long Range Planning
"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."

Performances Indicative of the Evaluation Standard

The following indicators are examples of performances related to the Evaluation standard.

Problem Analysis

  • Identify and apply problem analysis skills in appropriate educational communications and instructional technology
    (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources,
    define learner characteristics, define goals and objectives in instructional systems design, media development and
    utilization, program management, and evaluation).
  • Apply knowledge of current trends and issues in the field of school library media.

Criterion Reference Measurement

  • Develop and apply criterion-referenced measures in a variety of ECIT contexts.
  • Identify and collect appropriate data to support decision-making, short-and long-term, for the school library media
    program.

Formative and Summative Evaluation

  • Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.
  • Develop and implement a library media program evaluation process.
  • Use a variety of summative and formative assessment techniques for the evaluation of the school library media
    center and for the school library program.

Long Range Planning

  • Develop a long-range strategic plan related to any of the domains or subdomains.
  • Develop and update a long-range strategic school library media program plan.