PROBLEM-BASED LEARNING AND NEW STANDAR

Problem-based Learning and New Standards

for Mathematics: Evaluation Plan
Final Project
FRIT 7237
Fall 2014

Ashley Miller
Lauren Brantley
Rhonda Roberts
Andreea Noah

PROBLEM-BASED LEARNING AND NEW STANDAR

Implementation Evaluation
P1: Were the initial experience and follow up activities implemented as planned? At the five
day summer workshop teachers interacted in small groups with Great Southern faculty members,
and consultants. Using established learning models, modules were designed in conjunction with
New State Standards for Mathematics (NSSM) and Problem-based learning (PBL) best practices.
The groups observed how math was used in local businesses. They then created, refined, and
implemented modules with the Great Southern staff with self-evaluations following. Interviews
before and after implementation of the modules informed participants teaching and future
progress with the modules.
P2: What is the quality of the initial program activities? Mathematics achievement data
before and after the modules needs to be conducted in the classroom; and should be included to
judge quality as well as student engagement surveys given after each modules end, respectively.
If students are not engaged, then learner outcomes and impact will not be achieved to the degree
desired. The original need identified was math achievement, and participants should judge the
quality against the progress of that goal being met or not met. Evaluation is continuous, and the
quality of the program activities should be addressed on an ongoing basis after the initial year
with periodic visits from the Great Southern staff and/or by electronic communication.
P3: Who are the program participants and how were they recruited? Braxton County
mathematics educators teaching grades 6th, 7th, and 8th are the primary program participants
because the request is congruent with national trends as identified in the Teacher Education
Study in Mathematics (TEDS-M, 2010): which identified insufficient preparedness of middle
school math teachers in the United States. However, any Braxton County mathematics educator
may participate up to 16 participants. The selection phase of math teachers should include prior
evaluations completed by Principals or Assistant Principals to ensure the teacher is qualified. The

PROBLEM-BASED LEARNING AND NEW STANDAR

overall recruitment process should include more than paper mailings and email, but a personal
meeting that explains the importance of the program as well as a stipend.
P4: What is the quality of follow up and support activities?
The quality of the follow up and support activitiesMid-implementation Meeting, SelfEvaluation Module Implementation, Project Debrief Meeting, and two post workshop meetings
of the Mathematics and Problem-Based Learning Projectmeets the needs of the program. To
ensure student success with increasing CRCT math scores, the following activities need to be
included: teacher-centered walkthroughs, student-centered walkthroughs, and teacher and student
pre- and post-project surveys after each module.
Objective

Indicator

Data Source

1.Create PBL modules for

mathematics based on
examples from local
businesses and industries.
Section P1

Created and refined modules Self-evaluations, initial and follow

with the Great Southern
up interviews with the Great
Staff
Southern Staff

2.Create PBL modules,

which address NSSM.

Created and refined modules Mathematics achievement data

with the Great Southern
before and after module, student
Staff
engagement surveys. Continuous
evaluation with periodic visits
from the Great Southern Staff

Section P2
3.Integrate available
instructional technology
into PBL experiences.
Section P3

Communication between
participants will use existing
electronic tools

Wiki sharing, email exchanges

4. Implement and evaluate

the learning modules
created

Teacher and Student

Walkthroughs will show and
provide information on any
issues with module
implementation

Teacher-Centered Walkthroughs
Student Centered Walkthroughs

Section P4
4. Implement and evaluate
the learning modules
created
Section P4

Pre- and Post Project

Pre- and Post Surveys
Surveys will be able to show
and provide feedback on
what does and does not work

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Summative Evaluation
Q1: To what extent were teachers able to develop PBL modules that were connected to
local business and industries, aligned with NSSM, and incorporated appropriate uses of
technology. (Objectives 1, 2, and 3) The PBL modules the teachers developed were based
upon their visits to local businesses to create well-established instructional models. Through
interaction in small groups, project members, and electronic communication with the Great
Southern staff, teachers refined their modules. Evaluators critiqued each element of the modules
by utilizing a rubric created by the implementation and evaluation team.
Q2: To what extent were teachers able to implement and evaluate those modules?
(Objective 4) Teachers were to conduct self-evaluations, communicate with other participants
and Great Southern University faculty to clarify any questions and concerns. The evaluators
conducted observations to ensure proficient implementation of each module. Teachers submitted
and posted lesson plans (in classrooms) for evaluators to see content taught and rubric alignment.
Data Collection Schedule/Summary
After implementation of the PBL modules, teachers and participants should have a better
understanding of the NSSM and mathematical practices within real-world problems.
Data set

Date of
Collection

Instruments already
developed?

Date collected by:

Refinement of PBL

July 2-July 20

PBL Rubric

July 21

Mid-Implementation Meeting

Fall 2015

PBL Module

December 2015

Self-Evaluation

Fall 2015

PBL Module

December 2015

Module implementation
information

Fall 2015
Early 2016

PBL Module
Wiki

December 2015
January 2016

Formal Observations
(Teachers & Students)

September 2015
December 2015
March 2016

PBL Module Rubric

September 30, 2015

December 31, 2015
March 31, 2016

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Lesson Plan Submission

May 2016

Pre and Post Surveys

August 2015
June 2016

May 31, 2016

Google Doc Pre and
Post Surveys

August 31, 2015

June 5, 2016

Objective

Indicator

Data Source

1. Create PBL Modules

based on local businesses
and industries

Modules draw on content and

Formal Observations
processes from local businesses and
industries

2. Create PBL Modules

addressing NSSM

Module content, tasks, and

assessments are aligned with
appropriate NSSM

Formal Observations

3. Integrate technology
into PBL experiences

PBL modules contain activities that

effectively use technology

Formal Observations

4. Implement and
evaluate PBL Modules

Record of implementation Record

of self-evaluation

Google Docs (Self

Evaluation)
Documentation Through
Observations
(Record of Implementation)

4. Implement and
evaluate PBL Modules

Knowledge of PBL

Teacher Centered
Walkthroughs
Electronic Portfolio

1. Create PBL Modules

based on local businesses
and industries

Knowledge of local business and

industry connections to
mathematics

Formal Observations
Lesson Plans

2. Create PBL Modules

addressing NSSM

Understanding of NSSM

Formal Observations
Lesson Plans

3. Integrate technology
into PBL experiences

Knowledge of appropriate
instructional technologies

Formal Observations
Lesson Plans

4. Implement and
evaluate PBL Modules

Ability to implement PBL

Teacher-Centered
Walkthroughs

4. Implement and
evaluate PBL Modules

Effectiveness implementing PBL

Student-Centered
modules and their effects on student Walkthroughs
learning
Student Pre- and Post Data

Teacher Indicators

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Module 7: Final Project

Your evaluation team must develop the evaluation plan for this project that will be included
with the proposal. The evaluation plan must address the implementation of the project (see text
book) and the impact of the project (summative evaluation). Your team is writing the evaluation
plan and is not conducting the evaluation at this time. More information about your requirements
for the evaluation are included in the proposal.
Implementation Evaluation
Use tables and narrative description of how this part of the
evaluation will be conducted.
Summative Evaluation
Use tables and narrative description of how this part of the
evaluation will be conducted.
Data Collection Schedule/summary, with dates, included in table form.
Due to page limits on the grant proposal, the project director has allotted a total of
4 pages for your evaluation plan. The evaluation plan you submit for grading must be no
more than 5 pages including the title page.
Your evaluation plan will be scored as follows:
Format and following instructions: up to 10 points
Implementation evaluation: up to 20 points
Summative evaluation: up to 20 points
Data collection schedule/summary: up to 10 points
Spelling, grammar, writing: up to 10 points
Total possible: 70 points

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Implementation Goals and Objectives

The primary objectives of the plan are:
Objective 1: Create PBL modules for mathematics based on examples from local
businesses and industries.
Objective 2: Create PBL modules, which address NSSM.
Objective 3: Integrate available instructional technology into PBL experiences.
Objective 4: Implement and evaluate the learning modules created.

Exhibit 12.Formal report outline

I. Summary sections
A. Abstract
B. Executive summary
II. Background
A. Problems or needs addressed
B. Literature review
C. Stakeholders and their information needs
D. Participants
E. Projects objectives
F. Activities and components
G. Location and planned longevity of the project
H. Resources used to implement the project
I. Projects expected measurable outcomes
J. Constraints
III. Evaluation study questions
A. Questions addressed by the study
B. Questions that could not be addressed by the study
(when relevant)
IV. Evaluation procedures
A. Sample
1. Selection procedures
2. Representativeness of the sample
3. Use of comparison or control groups, if applicable
B. Data collection

PROBLEM-BASED LEARNING AND NEW STANDAR

1. Methods
2. Instruments
C. Summary matrix
1. Evaluation questions
2. Variables
3. Data gathering approaches
4. Respondents
5. Data collection schedule
V. Findings
A. Results of the analyses organized by study questionVI. Conclusions
A. Broad-based, summative statements
B. Recommendations, when applicable