A Complete Evaluation Process:
Evaluation of a Community of Practice for Students with ADHD at the University of Cincinnati
Description: In the IDT program at UC, students are taught the importance of balanced design, how to create structured curriculum, the process of designing engaging educational tools and many other vital skills. The final project before graduation challenges students to utilize all the skills learned in the program while evaluating one of their own design projects. The evaluation process allowed students the opportunity to experience the process of incorporating all of the previously learned skills from the program and see how they work together toward creating an effective educational product. Having the opportunity to complete the evaluation process from beginning to end was a stressful but ultimately amazing learning experience.
Evaluation Plan
This evaluation plan explores the process and criteria that will be used to explore how useful the community is for students.
The plan explains the existing problem that ADHD students face and how the community intends to fix those issues. It addresses the learning and instructional theories that were used to create the community and the evaluation process. The method of selecting participants and evaluation tools is explained in detail as well as an explanation of plans for analyzing the data after it is collected.
Evaluation
Report
The evaluation report provides a detailed description of the role that situated cognition and community of practice played in the design of the community and the evaluation.
The report breaks down the evaluation and analysis process including participants groups, question types and responses, 1-on-1 assessment process, and survey data collection.
After that, the rest of the report is dedicated to analyzing the data, breaking it into graphs and tables and inferring what the data means about the functionality of the community. The report ends with a personal reflection of the evaluation process as a whole.