EDAE 6343 – Unit 5, Discussion 2 – Learning and Program Evaluation

Consider various instruments or processes used in your organizations for evaluation. Using this information, along with course readings, share with the class a draft of the transfer of learning and detailed program evaluation plan for your program and explain why you think your proposed choices are good ones in your context. You may find exercise 9.2 (pp. 230-231) of your text, as well as the supplemental online materials, beneficial in developing your draft plan.

         Completing a field notebook is one of seven units I will be designing for my course. The use of a field notebook is a valuable skill learned in all areas of law enforcement, including the R.C.M.P., Municipal Police Services, Corrections, and others. Learners will re-visit the field notebook throughout the week and scaffold into the other units, including writing an occurrence report, interviewing techniques, and completing a written statement. The course is skill-based, and I must ensure knowledge and skills transferred to my learners are specified in terms of ‘observable’ changes in knowledge, skills, and attitudes (Merriam & Leahy, 2005). For me, mindful learning transfer is a high priority. Upon completing my course, learners must be able to immediately answer questions, solve problems, and carry out assignments according to what they learned (Roumell, 2019).

            The assessment activities and instruments I have chosen are simple (lower cognitive and psychomotor) practical tools for measuring the learner relative to the subject matter, context and other learners. As learning challenges are overcome, learners will build their confidence while becoming more competent. By teaching in an ‘easy to hard’ style, the learners create an increase in ‘self’ and independence. The instruments are discussed with the learners synchronously after marking, and learners can provide feedback for revision and improvement. Learners feel like a part of the process when their comments can contribute to a future course’s betterment.

            Assessments will be completed through formative, summative and informal evaluations. Activities include Zoom lectures, completion of notes in a notebook, participation in discussion groups, online discussions, and completing four quizzes while using rubrics previously reviewed by learners. I will post a global, initial post of my own each week, just as each of my learners will do. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. Informal evaluations will occur throughout the course, so I have the opportunity to revise the content, delivery, or administrative tasks. I appreciate and respect my learner’s suggestions and opinions on how to improve my courses. We may agree to disagree, although their voice is heard and respected.

            As an educator, assessments determine whether my learners have acquired the expected skills and knowledge taught in my course. I must provide specific expectations to be accepted by my learners and assess their achievement. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Designing my course will start with the learner’s learning and experience in mind and assessments that demonstrate learner achievement to both the educator and the learners.

References

Kimmel, H. (2019, December 2). Course design: Aligning learning expectations, instruction, and assessment. Faculty Focus. https://www.facultyfocus.com/articles/educational-assessment/course-design-and-assessment/

Roumell, E. A. (2019). Priming adult learners for learning transfer: Beyond content and delivery. Adult Learning, 30(1), 15–22. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=134312008