gwen dapper portfolio


In instructional technology, there are many tools that assist us in formative and summative evaluation. Formative evaluations help to ensure we are on the right track with what is being developed. Designing summative evaluations are something that I really enjoy creating and implementing. It is important to know what the learner thought about the training provided, and to try and determine how much they learned. In addition to this section on evaluation, I have provided examples of both these types of evaluation in the Design section of my portfolio.

For this section, I have included two complete evaluation documents that speak to my skills. First, a market survey that reviews Cascading Style Sheet courses that are found on the Internet. Sadly, it finds that knowing how to create CSS does not mean that the designer can use CSS effectively.

Second, a SOAP model that reviews statistical information provided by a instructional technology student at SJSU.

SOAP Model

EDIT 221 gave me the opportunity to review data, and generate statistical reports against that data. The data and questions were provided by the professor.  Juan, a master’s student in the Teacher Education program at San Jose State University, has in interest in Social Studies education in the state of California.  He wanted to know if the new Social Organization and Policy (SOAP) curriculum is more effective than the more traditional Low Option Social Studies (LOSS) program.

The data provided follows two groups of students that participated in the study.  One group, the control group, was provided the LOSS curriculum, while the other group, the experimental group, was provided the SOAP curriculum.  Two specific questions were developed to determine curriculum effectiveness.  First, is there a difference in Social Studies attitudes between the mean scores of students treated with SOAP materials and those treated with LOSS materials?  Second, is there a difference in Social Studies content knowledge between the mean scores of students treated with SOAP materials and those treated with LOSS materials?

The data is conclusive, with a confidence level of 95%; the curriculum did correlate with student results.  The SOAP group had higher mean scores in the four categories reviewed.  In addition, a correlation matrix confirmed that there is a correlation between Social Studies content and attitudes and problem solving ability, as well as Social Studies attitude and Social Studies content.

pdf version of the project


Authored by

Page 2 of 2 pages

 <  1 2