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
Formal coursework and informal training that demonstrate
application and understanding of the Evaluation Competency.
Career experiences that demonstrate application and
understanding of the Evaluation Competency.
Demonstrable exhibits and products that showcase application
and understanding of the Evaluation Competency.
“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 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 and Summative
“ 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
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
The following indicators are examples of performances
related to the Evaluation standard.
- 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
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.