Task 6a – Final Paper Overview

Cara Patterson
EDPC 691
Joe York
5/8/09
Abstract:

This research proposal is based on a curriculum web titled, Slave Spirituals. The unit is designed

for either an eleventh grade American Literature course or an eleventh grade U. S. History

course. The curriculum web is intended to show learners about different types of slave spirituals

and recognize their significance during the Civil War time period. In addition, the unit is planned

to teach learners how to interpret the hidden meanings found in slave spirituals and how they

impacted the daily lives of slaves living in America’s South. The evaluation planning process is

centered on four different sub-groups: The Expert Reviewer, The One-on-One Reviewer, Small

Group, and Field Test. Each group was made up of qualified educators or student learners in the

eleventh grade. Each group completed a series of checklists or surveys to evaluate the curriculum

web. The data was assessed and necessary changes were made throughout the entire process by

the designer. The data collected focused mostly on a qualitative method of analysis due to the

type of data collected and the size of the audiences that were evaluated. However, one form of

the evaluation was assessed in a more quantitative assessment. The unit was determined to be a

success and can be used in classrooms across the United States.

Curriculum Web Link: http://zunal.com/webquest.php?user=13988

 About the Research Proposal

This evaluation planning process is centered around a curriculum web based on the topic of

slave spirituals. This unit is designed for juniors taking an English 11 American Literature based

course in the state of North Carolina. This unit would require two 90 minute class periods (2

days) to complete, will teach learners about different types of slave spirituals and recognize their

significance during the Civil War time period. Learners will interpret the hidden meanings found

in slave spirituals and how they impacted the daily lives of slaves living in America’s South.

Upon completion of the curriculum web, students will be able to:

1) Demonstrate their knowledge of slave spirituals by taking a short

interactive PowerPoint quiz.

2) Distinguish between three different slave spirituals and determine the significance that

each one entails by completing a worksheet.

3) Describe in journal entry format why spirituals were so important to the daily lives of

slaves.

4) Develop and create a slave spiritual handbook/brochure using Microsoft Publisher or a

slave spiritual informational slide show using Microsoft PowerPoint.

 5) Explain and discuss their created final product to the class.

The resources for and constraints upon the evaluation are provided by the facility where the

curriculum web will be evaluated. The materials that are needed for this unit are listed as

followed:

• Computers with Internet capabilities

• Software Programs: Microsoft PowerPoint and Microsoft Publisher

• Printer

• Headphones (optional)

• Pen and paper

• A copy of Frederick Douglass’s, My Bondage My Freedom (Chapter 18)

• American Literature textbook (Elements of Literature: Fifth Course, Holt Rinehart

Winston)

All of these materials are available at Nash Central High School, located in Rocky Mount,

North Carolina where the curriculum web will take place. Therefore, there is no initial cost that

will be expected to be put out by the evaluators or the designer of this curriculum web. The time

allotted for this curriculum web is about two days (two 90 minute class periods) for students to

complete it successfully. The preparation of the evaluation process must be prepared by the end

of March. The actual field test project will take place during the month of April and final

reflection of evaluation needs to be completed by the first week of May.

The complete task analysis of the instruction can be cross curricular. Therefore, the unit is

aligned with North Carolina State Standards for an English III level class and a U.S. History
level class as well as the NETS Standards for Students. The curriculum web is centered on four

NC state objectives for an English III course:

• Competency Goal 1: The learner will demonstrate increasing insight and

reflection to print and non-print text through personal expression.

• Competency Goal 2: The learner will inform an audience by using a variety

of media to research and explain insights into language and culture based on

how slaves used spirituals to communicate important messages.

• Competency Goal 5: The learner will interpret and evaluate representative

texts to deepen understanding of literature of the United States.

• Competency Goal 6: The learner will apply conventions of grammar and

language usage (North Carolina Standard Course of Study, 2006).

This curriculum web is also centered on one North Carolina state competency goal and

one objective for a U.S. History based course:

• Competency Goal 3: The learner will analyze the issues that led to the Civil

War, the effects of the war, and the impact of Reconstruction on the nation.

• Objective 3.02: Analyze and assess the causes of the Civil War (North

Carolina Standard Course of Study, 2006).

This curriculum web is also aligned with several of the NETS Standards for Students:

• 1b - Basic operations and concepts: Students are proficient in the use of

technology.
 • 2b – Students practice responsible use of technology systems, information,

and software.

• 3a- Students use technology tools to enhance learning, increase productivity,

and promote creativity.

• 4b – Students use telecommunications to collaborate, publish, and interact

with peers, experts, and other audiences.

• 5a - Students use technology to locate, evaluate, and collect information from

a variety of sources (Bitter and Pierson, 2005).

Students will be mastering these NETS standards while working in small groups to

complete the unit successfully.

The learning environment is a crucial part of any successful educational lesson and

evaluation process. The learning environment will take place at Nash Central High School

located in a standard classroom on the second floor. The temperature in the room is usually set at

68 degrees and there are two windows that can be opened if need be. A virtual mobile lab will be

brought to the classroom in order to complete this task. Each student will be provided a laptop

computer for their convenience. In addition, the teacher computer will be hooked up to the

television located in the front of the room. This way the teacher can guide students in the right

direction and they can view a big screen to follow along. Students participating in this lesson are

between the ages of 16 and 17 years old. Evaluators of this lesson will be fellow colleagues that

have a variety of teaching experience from 1 year to 20 years of experience. Their ages will

range as well from 22 years old to 55 years old.

 Students will use a variety of media in several ways to learn from this unit. The media

characteristics of the instruction will consist of programs such as YouTube, Microsoft

PowerPoint, Microsoft Publisher, a selection of slave spiritual websites, and an electronic rubric

maker. The primary delivery format of this unit will consist of a teacher made curriculum web

that is divided into different categories: Introduction, Task, Process, Evaluation, Conclusion, and

Teacher Page. Students will work in small groups at their own pace and will complete the

different tasks outlined in the curriculum web. Two days should be adequate amount of time for

students and fellow colleagues to evaluate this curriculum web. Also, the accessibility of the

curriculum web can be accessed at anytime on the Internet and would be available for ones

convenience.

The information sought from the evaluation will be outlined in different subdivisions:

Learning Effectiveness, Learning Interest/Motivation, Content Quality, Technical Quality, and

Implementability (Tessmer, 1993). The surveys that students will take and the evaluation forms

that fellow colleagues will fill out will answer a variety of valuable questions and give

substantial feedback.
 Evaluation Process

Each of the four reports involved in the evaluation process showed the strength and

weaknesses of the unit. The data collected focuses mostly on a qualitative method of analysis due

to the type of data collected and the size of the audiences that were evaluated. However, one

form of the evaluation can be assessed in a more quantitative assessment.

Expert Reviewer
 The chosen expert for this evaluation was a U.S. History teacher at Nash Central High

School. This teacher has been teaching U.S. History for 10 years and was recently awarded

Teacher of the Year in our building. This teacher has the required and necessary background in

Slave Spirituals as it serves as part of the U.S. History curriculum in the state of North Carolina.

Therefore, a U.S. History teacher is the best candidate because they have already acquired the

knowledge of slave spirituals and know the historical background that is needed for students to

learn successfully.

The feedback from the expert reviewer is qualitative due to the fact that it is the first step of

the evaluation process. In addition, this is qualitative because the expert reviewer is asked to

complete a checklist based on a series of questions. The expert, Katina Lynch was to check yes

or no and then give suggestions where necessary. The expert reviewer researched the technicality

of the content the unit entailed and how it could be used in the classroom. The expert reviewer

became engaged in the content of the unit and if it was historically correct and accurate.

Expert Reviewer Responses:

Questions Yes No Suggestions

Is the material X
historically correct?

Is the material up-to- X

date?

Is the style of text and X

design interesting and
appealing?
Would students want to X
learn this material?

Would this make X

students want to learn
more about slave
spirituals?

How likely are students X (very)

to achieve the stated
objectives by the end of
the unit?

Is this unit aligned with X

the Standard Course of
Study for the U.S.
History Curriculum?

Can this unit be used in X

classrooms across the
United States?

Do you think this unit X

can improve students
scores on the U.S.
History EOC exam?

Can this unit also be X

used in an American
Literature classroom?

Would you add or take X 1) Put a link on the underground

out anything from this Railroad (possibly a map or
unit? pictures).

2) Provide links to songs (not videos)

that are spirituals.
(Tessmer, 1993).

Ms. Lynch being the expert reviewer was concerned with the content of the unit and how

it will be processed in either an American Literature classroom or an U.S. History classroom. She

also determined if the material was historically accurate and up to date. She verified the fact that
 is unit can be used in classrooms across the United States and that it will be a valuable part in

raising test scores. She also predicted if students would want to learn this material and if it would

make them want to learn more about slave spirituals.

One-On-One Review

The chosen one-to-one evaluator for this unit will be a fellow American Literature English

teacher named, Alyssa Baucom. This teacher teaches AP English 11 which is based on the

American Literature curriculum. This teacher has five years of experience and a strong

background in American Literature. This teacher follows the NC Standard Course of Study for

American Literature and teaches slave spirituals as well to her AP students. This evaluator was

able to access the unit from an English teacher point of view and as someone who has experience

using technological designed units, due to Smart Board access in her classroom.

The feedback from the one-to-one evaluator was in the form of a question and answer

checklist. Again this feedback was assessed in a qualitative method. The one-to-one evaluator

was asked a series of questions and had to respond with answers. The questions for the one-to-

one evaluator focused on the aspect of the workability of the technology equipment. Also, the

one-to-one evaluator was to provide feedback on the directions and format of the unit.

One-On-One Review Responses:

Questions Responses

Was there anywhere you wanted more No – everything was fairly self-explanatory
explanation?

Can you guide through the unit by yourself Yes

without help?
Can this unit be accessed at home? Yes

Did you feel challenged or bored? Neither – The information was interesting and
accessible

Would you use this in your classroom?
Did all links work successfully?
Possibly – The group activity relies heavily on
students being responsible and present if that is the
case in my classroom then yes I would use this. Parts
of this unit could be used in classes that are on a
lower level or just for a brief slave spiritual lesson. I
would probably use the quiz as a review.
Yes

Could you hear the videos successfully? Yes

What was something new that you learned I was unaware that the precursors of slave spirituals
about slave spirituals? were called “corn ditties” or that Harriet Tubman was
known as “Moses”.

Is the rubric efficient and fair? For the most part, although the grammar/format
section seems to rely on the ability of the “Editor”
role of the project. Also, how many points are
awarded for each category? This was unclear to me.
If you could change one thing what would it On the “Introduction” page, consider including a
be? traditional version of, “Swing Low” rather than just
the UB40 version or switch the order of the two links
to hear the traditional, “Go Down Moses” first.
(Tessmer, 1993).

This data which is more descriptive and precise makes it qualitative. Ms. Baucom provided

an analysis of the unit by observing how effective the unit would be in a typical classroom

setting. She provided key information in improving the rubric so that it is easier to assess

students. In addition, she provided valuable information on a change that should be made on the,

“Introduction Page.” She verified that all directions were easily explained and she confirmed that

she was neither challenged nor bored.

Modified Introduction Page:
Modified Rubric:

Small Group Review

 There were two types of small group evaluations conducted for this step. One group

consisted of five learners (students) and the other group consisted of two educators. The

feedback from the small group evaluators was in survey format.

The group of students consisted of five AP English 11 students. These students are part of

an AP American Literature year long class. Their American Literature curriculum is based on the

North Carolina Standard Course of Study and slave spirituals is part of the curriculum for the

year. These students although they didn’t actually complete the unit they provided a hypothetical

situation for the designer.

Small Group Learner Responses: Out of five total students

“How much did Very Little Some Nothing

you already
know about 1 3 1
slave spirituals
before viewing
this unit?”

“Did you have Yes No

any problems
getting through 0 5
this unit?”
“Were the 5 0
directions clear
and easy to
follow?”
Did all website 5 0
links work
successfully?
Did all videos 4 1
work
successfully?
How much time 2 class periods 3 or more class
should be periods
allowed for 4 1
students to
complete this
unit?
Does this unit Yes No
make you want
to learn more 4 1
about slave
spirituals?
Do you like
using
technology for 4 1
learning about
literature rather
than using your
textbook?
What aspects of Internet Smart Board Study Island Web Quest
technology do
you like using 2 1 1 1
the most in the
classroom?

These responses from the students are qualitative as well, because even though they serve

as learners they were not actually completing the unit. The provided valuable feedback from a

student’s point of view and gave the designer an anticipation of what the field test learners will

encounter. In their point of view at least 2 class periods should be allotted for this unit. That

information became valuable for the designer to determine how much time should be set aside

for the field test process. They also reassured that the videos, website links, and directions

worked and were clear.

Educator Small Group Responses:

 There were two teachers that were also asked to complete a questionnaire regarding the

unit. One was Ms. Brown who has some experience with the U.S. History curriculum. She

served the previous semester as a student teacher in an U.S. History classroom. Mrs. Melle is a

Physical Science teacher that has been teaching for three years. She has experience in creating

technology based lesson plans. These teachers did not actually witness any students completing

the unit. However, they provided reassurance and feedback to the designer based on a

hypothetical situation.

Questions Yes No
Could learners complete this unit Brown: Yes
successfully without any help?
Melle: Yes, very well
organized
Could English and History teachers Brown: Yes, I will
fit this unit into their curriculums? definitely use this

Melle: I would believe so

Did the unit have clear objectives and Brown: Extremely
was it aligned with state standards? accurate

Melle: Yes
Was the material and equipment easy Brown: Yes
to use and acquire?
Melle: Everything
downloaded easily
Is the format of the unit organized in Brown: Yes even my
a logical order? slow learners will benefit

Melle: Yes
Do you think learners will be Brown: Yes
challenged and stay engaged by this
type of unit? Melle: It is a lot better
than a teacher’s lecture
Would you use this type of format for Brown: Yes
a unit in based on your curriculum in
your classroom? Melle: Yes
 (Tessmer,1993).

This feedback is qualitative because the two educators were making a hypothesis of how

they think learners will respond and react to the unit. They were to make predictions on whether

or not learners will be engaged or challenged by this unit. These evaluators were to use their own

classroom experiences and viewing of the unit to determine these hypotheses.

Field Test

The last form of feedback comes from the field test evaluators. There were two groups of

field test evaluators. One was a group of learners who actually completed the unit. The group of

learners completed a checklist requiring them to answer a series of yes or no questions. Some

questions required suggestions or explanations. There were five groups participating in this

evaluation. Each group consisted of five students making a total of twenty five students in

participating in the unit. The students are all in an English 11 Honors classroom. They had two

90 minute class periods to complete this unit.

Field Test Learner Responses:

Questions Yes No Comments

Did all technology equipment Group 1: Yes

work while completing the unit?
Group 2: Yes
Group 3: Yes
Group 4: Yes
Group 5: Yes

Did you find the directions hard Group 3: Yes Group 1: No Group 3: There were too
to follow? many directions to follow.
 Group 2: No
Group 4: No
Group 5: No

Was the learning environment Group 1: Yes Group 4: No Group 4: The room was too
comfortable? cold.
Group 2: Yes
Group 3: Yes
Group 5: Yes

Did you have enough time to Group 1: Yes Group 2: No Group 2: We had to rush at the
complete the unit? end to finish and ran out of
Group 3: Yes time.
Group 4: Yes
Group 5: Yes

Did you learn something new
that you didn’t already know
about slave spirituals? What?
Group 1: Yes Group 1: We learned that
slave spirituals had no known
Group 2: Yes author.
Group 3: Yes Group 2: We learned that
slaves spirituals are an
Group 4: Yes
important part of a slaves life.
Group 5: Yes
Group 3: That slaves weren’t
allowed to read and write.
Group 4: We learned that
there are many different
versions of, “Swing Low
Sweet Chariot.”
Group 5: That some slave
spirituals provided codes for
slaves to escape.

Were you supplied all the Group 1: Yes

materials that you needed to
Group 2: Yes
complete the unit?
Group 3: Yes
Group 4: Yes
Group 5: Yes
 (Tessmer,1993).

This data can be accessed with a quantitative method because the five groups had personal

involvement with the unit itself. These students experienced the “ins” and “outs” of the unit.

They experienced the classroom environment, whether or not all the technical equipment

worked, and determined how much time the lesson took in order to complete. All of the data

from the students can be converted to percentages. When students were asked, “If you were

supplied all the materials that you needed to complete the unit?” A 100% of the students

responded with, “Yes.” When asked, “Did you find the directions hard to follow?” 80% of the

students responded with a, “No”. When asked, “If the learning environment was comfortable?”

80% of the students responded with a , “Yes.” These percentages gives the designer an indication

on just how well the units goals were achieved and what factors could have been changed or

prevented in order for the unit to have no imperfections at all.

Educator Field Test Checklist:

Two teachers were also asked to complete a checklist for this field test. Ms. Gilfillan is an

English teacher who has been teaching for six years and has taught American Literature for five

years. She has taught slave narratives before, but not slave spirituals. She witnessed the first day

of the curriculum. Mrs. Parker is the other evaluator. She is also an English teacher and has been

teaching for five years also. She has some experience in teaching American Literature and enjoys

teaching slave spirituals. She witnessed the second day of the field test.

Questions Yes No Comments

Was the instructional unit used Gilfillan: Yes

in the way it was intended?

Did the unit require special
training for the instructor or
learners?
Could equipment breakdowns
pose problems?
Could the content become
outdated over time?
Is the instruction adaptable to
different trainers and learners
from year to year?
Did learners master the
instructional objectives?
Were there any tasks that
students had the most trouble
with? Why?
Did learners seem engaged by
the unit and engaged?
Parker: Yes
Gilfillan: No
Parker: No Parker: It was very user
friendly.
Gilfillan: No Gilfillan: All of the tasks could
be completed without a
computer if necessary.
Parker: No
Parker: If students were unable
to use their own computer, it
could be done on a projector or
presentation station.
Gilfillan: No Gilfillan: The information on
slave spirituals will not change
in years to come.
Parker: No
Gilfillan: Yes
Parker: Yes
Gilfillan: Yes
Parker: Yes Parker: The presentations were
interesting because you could
see what each group learned.
Gilfillan: Yes Gilfillan: Writing in any form
is always difficult for students,
so the journal entry and text for
Parker: Yes the brochure posed some
problems.
Parker: One group ran out of
time while working on their
final product. It was mostly due
to their off task behavior.
Gilfillan: Yes
Parker: Yes
Can the instruction be used in Gilfillan: Yes
different environments, not just
the traditional classroom Parker: Yes
setting?

Do non-instructional solutions Gilfillan: No

need to be added such as
improved tools or incentive Parker: No
items?

(Tessmer,1993).

This type of feedback from the two educator checklists makes it a qualitative method.

These checklists provided feedback from the final stage of the process and forced evaluators to

give their opinions on the instructional unit. These evaluators served as observers of the unit

actually taking place. This type of method provided the designer with ways that the unit can be

used in the future to better off other classrooms. The data also provided the designer with

information on how successful the instructional unit was and if the unit achieved the goals that it

was striving for.

Conclusion

The process and outcome of this slave spiritual unit was mostly qualitative. All four

evaluation groups provided analysis, predictions, observations, points of view and experimental

input based on the unit. However, the one group of learners that actually participated in the unit

provided a quantitative assessment. Their feedback was converted into percentages and provided

an outcome of whether or not the unit was successful. Therefore, this unit was assessed by both

methods of analysis. The curriculum web, Slave Spirituals is ready to use in classrooms all

across the United States and would be a valuable asset to any American Literature or U.S.

History curriculum.
 Resources

Bitter, Gary and Pierson, Mellissa. (2005). Using Technology in the Classroom: Sixth Edition.

Boston: Pearson.

(2006). NC Standard Course of Study. Raleigh: Public Schools of North Carolina. Retrieved

March 22, 2009 from

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/29english3

(2006). NC Standard Course of Study. Raleigh: Public Schools of North Carolina. Retrieved

March 22, 2009 from

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/2003-04/067eleventhgrade
Tessmer, Martin. (1993). Planning and Conducting Formative Evaluations: Philadelphia: Kogan

Page.