Evaluation

How do we measure the impact of this technology integration? I plan to incorporate a variety of evaluation tools within the following categories:

Every class has a nominal number of repeat students. This category, no doubt, includes learners who did not pass the class for a wide array of reasons. Regardless, the concept of significant figures was taught in previous years and will be taught again with the additional of the Sig Fig program. Students will be asked to interview with me and share their experiences with retaking the class. Within this interview I will ask them to specifically tell me if they noticed a difference in trying to learn Sig Figs. I will then probe for explanation of their answers. These students can provide some invaluable insight into the implemented changes. Students from other Chem A/B classes will also be compared to the technology-integrated Chem A/B classes.
Student performance will be assessed based on unit grades. Current grades will be compared with those of previous years and I will look for trends in the data. Complete interpretation of these results will be delayed for 2-3 years to allow for the teacher and class formatting to become more finely tuned with the integration of the tool. Or, if necessary, the unit itself may need to be built upon the technology as a more inquiry-based approach is made possible for significant figures. Also, repeat students will serve as an important population subset for academic performance.
Student and classroom observation will be one of the most important evaluation techniques. It should be intrinsically obvious if the Sig Fig graphing program has truly fostered independent functioning and peer reliance. The very nature of the classroom is expected to shift into more of a community of learners. It's reasonable to expect more on-task and on-topic conversations to occur. Many students may feel more confident and safe as learners. Students should be seen breaking themselves naturally into working groups (or working independently) to problem-solve and share reasoning. If these changes do not occur, that will also be an indicator as to the success of the technology integration. It's important to note that these profound changes may not occur in the first year of technology use. There may be a learning curve as far as delivery of instruction and structuring the class time. Observations made in the first year will be evaluated with no final decisions resulting.

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