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 * __// Krystle Flerchinger: Team Member A //__**

"Evaluation is used for the purposes of making judgments about the worth or success of people or things" (Morrison, Ross, Kalman & Kemp, 2011, p. 272). It is important to analyze our instructional module process, materials, and assessments, so that we know effective learning is taking place. During the evaluation process, it is not only important to ensure that learners will meet the learning objectives, but also to ensure that they will meet our unit goals (Clark, 2010).
 * __Evaluation Process__**

Our overall goal is to enable teachers to produce a PBL unit plan with an effective summative assessment rubric.

Other goals emerging from our primary aim are:
 * To enable teachers to familiarize themselves with essential components of PBL (21st century skill acquisition, authentic assessment, use of technology, interdisciplinary focus and the sharing of results with wider community) and to use these concepts in their instruction.
 * To provide teachers with resources, ideas and a structure for project-based assessment which encourages them to create their own assessments.

Before the training, it will be helpful to the facilitator to send a survey to the participants asking them questions to find out more regarding the learners' prior knowledge of PBL. This will help guide the discussions and help us to understand what teachers already know. In order for us to evaluate how effective our instruction is, we need to know what our learners are coming in knowing, then compare it to what they know following the training.
 * Prior to Instruction **

During instruction it is important to always check in with the learners, ask them questions that confirm they are understanding the material, observe how they are progressing through the training. "Test results, reactions from learners, observations of learners at work, reviews, and suggestions may indicate where there are deficiencies in the learning sequence, procedures, or materials" (Morrison, Ross, Kalman & Kemp, 2011, p. 274). Therefore it is important to find out if the learners are not meeting the objectives; they are the most direct people to give feedback on what is helpful and what could be improved.
 * During Instruction**

Upon conclusion of this training, teachers will have outlined a PBL assessment they could use in their classroom. It is important for the facilitator to look over these, verify that the learners have demonstrated knowledge of the concepts and methods of assessment, and give feedback to the learners so they know what they can improve on.
 * After Instruction**

After the class is over, the same survey sent prior to instruction should be sent again to the participants to compare learner knowledge before and after. This will tell us what parts of instruction worked and what needs to be improved.

LINK to Section D1

References: Clark, D. (2010, November 21). Evaluation in instructional design. Retrieved from http://nwlink.com/~donclark/hrd/sat6.html. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.