Abstract
This chapter will introduce the reader to a variety of different evaluation models that can be used to review a problem-based learning (PBL) program. Some evaluation models (e.g., paradigm, logic, and Kirkpatrick models) require an outside evaluator to conduct the review, while others are driven by the program participants' perspective (e.g., strengths, weaknesses, opportunities, and threats [SWOT]; utilization-focused; and responsive models) for the evaluation. Several program evaluation tips are discussed, such as brainstorming with colleagues prior to starting an evaluation of a PBL program so everyone is involved and thinking collectively, determining what type of data to collect, how it will be collected, and by whom. Finally, recommendations for future study that involve researching the best evaluation model to evaluate a PBL program within a collegiate teacher education environment are provided.
TopPbl Evaluation Models
Within higher education exists a continuous evaluation process of programs and courses. Review by outside agencies is conducted on overall programs for state and national accreditation, and students evaluate course content each time the class is taught. The purpose of these evaluations is to point out areas in which areas of improvements need to be made and to highlight which sections are doing well and should remain unchanged.
An assessment of a program’s components is essential if educators want to continue to improve and move forward. This evaluation can be conducted by the creators of the course, by the participants involved in the program, or by a neutral party to whom it is outsourced. Regardless of the way they are completed, all programs need to be reviewed periodically to ensure they are up to date with the latest research and are satisfying their consumers: the college student. Below are several ways to evaluate a PBL program in higher education.
Key Terms in this Chapter
Quantitative: Statistics or numbers that measure an individual’s opinions.
Program: Activities with a long-term common goal.
Questionnaire: A written set of questions that can be open-ended or have a choice of answers; questions can be answered either in written form or verbally (e.g., interview questions).
Surveys: A written set of questions that ask a person their opinion on a topic.
Focus Group: A diverse group of individuals who voluntarily gather together to discuss a common theme under the guidance of a facilitator.
Evaluation: A process of assessing, analyzing, and interpreting information gathered from a source to determine advantages and disadvantages.
Qualitative: Describing a person’s perception or opinions on a topic.
Interview: A one-on-one discussion between the person asking questions and gathering information on a specific topic (interviewer) and the person expressing the information verbally (interviewee).
Model: A description of a sample to assist with understanding of the positives and negatives of a program.