You are on page 1of 5

STANDARDS FOR MATHEMATICS AND PROBLEM-BASED LEARNING 1

New State Standards for Mathematics and Problem-based Learning:

Evaluation Plan

FRIT 7237 Evaluation of Educational Needs & Programs

Virginia Corbett, Briana Dunckley, Emily Metz, Helena Wallace

Georgia Southern University

April 1, 2017
STANDARDS FOR MATHEMATICS AND PROBLEM-BASED LEARNING 2

Implementation Evaluation:

Braxton County Schools will implement the New State Standards for Mathematics in the creation

and use of mathematics problem-based learning modules while partnering with Great Southern

University College of Education. The project in this proposal is a professional development

experience for middle school math teachers and it was implemented due to the low scores achieved

on the CRCTs. Volunteer teachers were given a survey about their perceived need and interest in

the project. Administrators were invited to attend as well, but educators were encouraged to

participate due to the fact that they would be implementing the standards and teaching the

modules. The project consists of professional development workshops, electronic consultation

between Great Southern University faculty and teachers, and two post-workshop meetings. These

activities are quality research activities based and conducted by experts in the field of education and

math. Each practice has been identified as a best practice for teacher professional

development. Once the workshops are over, the electronic consultation will continue throughout

the teaching process as added support. As a follow-up, there will be two post-workshop meetings

intended to discuss issues with implementation, teachers’ evaluation of the program, and

suggestions for future application.

Project Questions Data Sources Data Collection Instruments

Were the initial experience Spreadsheet, word Teacher interviews, focus group,
and follow up activities document, email email survey, Google docs
implemented as planned? account, lesson plans

What is the quality of the Spreadsheet, Google Observe teacher lessons and student
initial program activity? photo, Google survey work samples.
Pre-Project survey done by teachers

Who are the program Email account, flyer Middle school math teachers in
participants and how were maker Braxton County were emailed and
they recruited? sent a flyer through the mail.
STANDARDS FOR MATHEMATICS AND PROBLEM-BASED LEARNING 3

What is the quality of follow Spreadsheet, word Continued professional development


up and support activities? document, email meetings, observations of teacher
account, Google survey lessons and student work,
Continue electronic correspondence
with a support staff person from
GSU.
Post-project survey done by teachers.

Summative Evaluation:

As part of the project evaluation, the evaluation team will also conduct a summative evaluation to

measure the project’s impact relating to the project’s objectives. The first objective of the project

was to create project-based learning (PBL) modules in mathematics based on local businesses and

industries. The evaluation team will review a discussion forum located on a shared wiki between

participants that contains documented evidence of collected information from participants regarding

mathematical and technological needs of businesses and industries within the community. The

evaluation team will also scan participants’ lesson plans that include the created PBL modules to

find indications of participants drawing on content and processes from local businesses and

industries. To evaluate the project’s impact towards the second objective, which was to create PBL

modules addressing the New State Standards for Mathematics, the evaluation team reviewing each

module with a common rubric, as well as data collected from pre- and post-assessments of the

standards in each participant's classroom. To evaluate the project’s impact towards the third

objective, which was to integrate technology into each PBL experience, the evaluation team will

conduct and observe teacher and student behavior when PBL modules are conducted to find

effective uses of technology from the teachers and by the students. The evaluation team will also

review lesson plans of the PBL modules and students’ digital portfolios to find evidence of

effective technology use. Finally, to evaluate the project’s impact towards the fourth objective,

which was to implement and evaluate PBL modules, the evaluation team will collect data from the
STANDARDS FOR MATHEMATICS AND PROBLEM-BASED LEARNING 4

project’s mid-implementation Q&A session, teachers’ and students’ evaluations, teachers’ self-

evaluations, and the final project implementation meeting. After conducting these evaluations, the

evaluation team will determine if the project’s impact met the intended objectives and offer

recommendations for future use of the project.

Objective Indicator Data Source

1. Create PBL Modules draw on content Discussion forum online documentation such
Modules based on and processes from local as Wiki.
local businesses businesses Lesson plans on Google Docs.
and industries and industries

2. Create PBL Module content, tasks, and Rubric-based assessments of modules based
Modules assessments are aligned on NSSM standards.
addressing NSSM with appropriate NSSM Teacher created pre- and post assessments.

3. Integrate PBL modules contain Formal and informal evaluations that include
technology into activities that effectively teachers and students observations.
PBL experiences use technology Lesson plans and students digital portfolios

4. Implement Record of implementation Report on the mid-implementation meeting’s


and evaluate Record of self-evaluation Q&A session.
PBL Modules Documentation of the teachers and students
evaluations.
Teacher’s self-evaluations forms.
Final report on last meeting with summary of
recommendation and future actions.

Data Collection Schedule

Data set Date of Instruments already Data collected by:


collection developed?

CRCT data (6, 7, and 2010-2011 CRCT scores Carla Lawton- Braxton
8 grade math school year County Schools’
students) results Director of Professional
Learning

Braxton County October 2011 Teacher surveys to assess Carla Lawton- Braxton
Mathematics interest in project County Schools’
teachers’ survey Director of Professional
Learning
STANDARDS FOR MATHEMATICS AND PROBLEM-BASED LEARNING 5

Braxton County June 2015 Focus group of interested Carla Lawton- Braxton
Mathematics teachers’ teachers County Schools’
focus group Director of Professional
Learning

Braxton County July 2015 Survey administered to Great Southern


Mathematics projected teachers about University faculty
teachers’ surveys summer workshop and
upcoming school year
(including project)

Great Southern July 2015- Observations of targeted math Great Southern


University December classes University faculty
observations 2015 Review of lesson plans and
Wiki discussion forum

Great Southern May 2016 Post-project survey Great Southern


University and University faculty
Braxton County
teachers