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            Task 2        

Prepare a plan for evaluating an instructional product.

Effective evaluation starts with a sound evaluation plan. An evaluation plan can take many forms, ranging from a brief outline to a formal proposal. There are certain components found in virtually every evaluation plan, e.g., the purpose and methods of the evaluation. Although a sound plan does not guarantee an effective evaluation, a weak plan will almost always lead to an evaluation disaster. Time and resources spent on the careful planning of an instructional product evaluation are well worth whatever you can invest in it. Reviews of your team's draft plan by other evaluators and the primary audiences affected by the evaluation can be especially useful.

1. Your team task is to develop a written evaluation plan (15-25 pages, excluding appendices) for an instructional product of your choice for a real client. (Clients will be announced in class.) An "Evaluation Plan Template" is included in the Tools page of the EDIT 8350 web site.

2. Your team also must post your plan on your evaluation team's Website so that it can be linked from the Participants page. This will allow other students in the class to rate it using the "Evaluation Plan Checklist" which is included in the Tools page of the EDIT 8350 web site. Here are two sample plans created by previous students in this course: Seungyeon Han, Judy Milton, and Kim Gibson.

3. Please keep in mind that you will be implementing this plan for Task #3.

A draft evaluation plan is due September 4. Your team's final plan is due September 18.  

This task is worth 25 points.

A rubric for assessment of your evaluation plan appears below.  Each criterion will be graded on a 10 point scale.

Introduction and Background A brief orientation to the evaluation context and an overview of the organization of the plan are provided. The evaluand, clients, and evaluators are identified. The reader can understand the nature of the evaluand and the context for the evaluation.  
Purposes The purposes of the evaluation are delineated clearly, including both formative and summative aspects if they are relevant.  
Audiences Relevant primary and secondary audiences for the evaluation are identified.  
Decisions and Questions The decisions that may be influenced by the evaluation as well as the specific questions addressed by the evaluation are identified. The articulation between decisions and questions is sound.  
Methods The methods to be used in the evaluation are thoroughly described. Methods are appropriate within the constraints of evaluation resources such as time, budget, and personnel.  
Sample The participants from whom data will be collected for the evaluation are identified. Participants might include students, teachers, instructional designers, and/or managers. The participants are appropriate to the purposes of the evaluation and the sample size is adequate to questions and methods.  
Instrumentation The evaluation instruments and tools to be used are described and a rationale for their use is provided. Reliability and validity are addressed. Draft instruments are provided in appendices.  
Limitations Limitations to the interpretation and generalizability of the evaluation as well as potential threats to the reliability and validity of the design and instrumentation are described.  
Logistics and Time Line The parties responsible for various aspects of data collection, analysis, and reporting are clarified. Additional information about how the evaluation will be conducted should be included if it is necessary to communicating a clear plan. A reasonable schedule for implementation of the report is planned, including adequate time for analysis and report preparation.  
Budget An adequate budget has been allocated for the evaluation. The amount to time required to conduct the evaluation and the fees associated should be estimated.  
POSSIBLE: 100 points