NotesFAQContact Us
Search Tips
ERIC Number: ED422374
Record Type: RIE
Publication Date: 1998
Pages: 63
Abstractor: N/A
Evaluation of a Prototype Teacher Enhancement Program on Science Performance Assessment. Draft.
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Baxter, Gail P.
A central task in evaluating a prototype education program is to study the variability of delivery and outcomes from site to site. The evaluation should also indicate what to expect and what to do when a Teacher Enhancement Program (TEP) program becomes fully operational. An approach to evaluating TEPs was developed and applied to a concrete case, an evaluation of a prototype TEP designed to enhance teachers' knowledge and use of science performance assessments. The prototype program was implemented in two sites with different facilitators and participants. Three program components--delivery, materials, and outcomes--were evaluated successively across three iterative tryouts using multiple sources of information and multiple methods of data collection. Evaluation findings across the three tryouts showed that the program was "robust." In general, the TEPs produced similar results with different facilitators despite variations in program implementation. However, evaluation findings from direct observation revealed that during the implementation of the program, some information provided by facilitators during discussions and/or in answering participants' questions was not always accurate. Facilitators must have extensive knowledge and experience in hands-on science teaching and with performance assessments. Moreover, these facilitators must be thoroughly trained in delivering the TEP, if misconceptions are to be avoided. Appendixes list topics addressed in the programs by goal, the sequence and organization of program content, and topics and issues in the new prototype program. (Contains 6 tables, 7 figures, and 30 references.) (Author/SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A