FieldTesting

__ A. Formative Evaluations __ iii. Field Trial
 * Field Testing **
 * Designing and Conducting Formative Evaluations **

1. Location of Evaluation – The evaluation will take place at Rogers High School in Spokane, WA. The school employs approximately 15 English teachers who would all benefit from the workshop. A majority of the students who attend Rogers come from low socio-economic homes. Studies on the achievement gap suggest that such students are at an academic disadvantage which may appear in the form of decreased reading motivation.

2. Criteria and Data – The formative assessment in which learners reflect upon their own practices and then create their own reading programs using practices learned in the seminar. To collect further evidence I would give the teachers a survey after a 3 month time to see if they are applying what they have learned in their classroom, how well it is working, and any concerns they may have.

3. Selecting Learners – Since the topic of my instructional unit is reading motivation, the intended learners are high school English teachers.

4. Procedures – · English teachers at Rogers High School will be invited to attend the workshop · Teacher-participants will engage in the instructional unit as it is currently presented · Data will be collected as cited in item 2 · Appropriate changes will be made to the unit based on collected data

5. Data Summary and Interpretation – The survey will help to see how well the workshop actually went. We can compare the teacher reflections to what teachers have actually implemented in their classrooms to determine how effective the workshop was.

6. Outcomes – This evaluation process will be repeated until learners are effectively able to implement promising practices for reading motivation into their own classrooms

__ B. Data Analysis __ iii. Field Trials Teacher reflections and proposed reading programs will be compared with what is actually being implemented in the classroom 3 months later. The survey will ask additional questions regarding concerns and the workshops overall usefulness which will help workshop leaders get an overall picture of how well the workshop was received. The survey will also ask more specific questions regarding the unit targets. Each of the targets will be listed along with a scale from 1 to 10. Teachers will circle the number which they feel matches how well the workshop helped them reach the goals, 1 representing not at all and 10 representing very well.
 * Revising Instructional Materials **

__ C. Conclusions __ i. Entry Behaviors When learners begin the workshop they will take several minutes to respond to an “entry task” prompt which assess their knowledge of motivation in the classroom.

ii. Pretest and Posttest The “entry task” is meant to act as a pretest to see how much educators know about motivation before the lecture begins. The mid-test will be the formative assessment for the unit, a reflective essay and the creation of a reading program. As a posttest participants will take a survey which will help analysts make necessary changes to the unit.

iii. Instructional Strategy Analysts will get a feel for how successful the instructional unit was based on the survey and comments given by participants.

iv. Learning Time The use of learning time will be analyzed after the first trial run. Workshop leaders will discuss the arrangement of instruction, what assignments might be lengthened or shortened, etc.

v. Instructional Outcomes By comparing the teacher reflections with their survey workshop analysts can see how well teachers were able to apply the information they gained in the workshop. The survey will also help gauge how well teachers feel the workshop helped them meet the instructional goals.

__ D. Revision of Instructional Materials and Instructor-Led Instruction __ By analyzing collected data analysts will be able to see which areas of the instructional unit may require additional focus. Changes for future implementations may be additional focus on certain aspects, additional time, or more group/independent/whole-class activities.

The purpose of this workshop is to help teachers understand the factors that lead up to decreased reading motivation at the secondary level as well as the promising practices to combat them. The information provided can be adapted to meet the needs of students in a variety of classrooms. By asking teachers to reflect and then complete a survey on the effectiveness of the workshop I am getting a sense of how well the unit went and how useful the information truly was to educators. The responses to the survey will also help developers decide which areas need additional focus.
 * Designing Summative Evaluations **