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Data Collection
Procedures & Schedule:
In table, ties evaluation questions to information
sources and data collection procedures
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The evaluation design matrix shown in
Table 1
summarizes the formative and summative evaluation
questions, sources and methods for gathering information,
and the types of data that are needed. The evaluation
questions are organized into four broad categories:
educational context; project development and implementation;
teacher outcomes; and student outcomes.
- Educational Context - It is important to understand
the perceived learner and teacher needs and the
extant educational, cultural and technological context;
this includes information about established standards,
under-served schools, and access to technology.
Baseline information will be collected through a
review of existing local and regional
documents.
- Project Development and Implementation - As part
of ongoing project management by the State Board
for Vocational and Technical Education and CII,
the nature of project activities involving TWT staff,
partner organizations, and collaborating agencies
will be documented. These self-reported activities
may include technical assistance, training, support,
program/resource development, dissemination, etc.
The numbers of schools, students, educators, and
community members participating in these learning
activities will be tracked.
- Educator and Student Outcomes - Both qualitative
and quantitative approaches will be used to document
project learning outcomes. Information from self-reports,
on-site interviews and classroom observation, and
review of sample lesson plans will allow us to document
the changes in educational practices and their perceived
benefits for various learners.
Although each evaluation question is unique, data
collection activities are designed to address more
than one question and several activities may address
a single question. The matrix incorporates known sources
of information and planned sources. The matrix also
incorporates data that support the draft program performance
indicators (listed in the appendix), although it is
important to note that the evaluation questions do
not directly correspond to the specific indicators
that are referenced. These sources will be expanded
and clarified as additional information becomes available
regarding local goals and existing data collection
activities.
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