Graduate Programs Discussion Boards
- More on DBs
At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.
- Deliverable Specifics
Part 1
- If you were going to evaluate a program or department at your place of work, what are some of the things that you would look at to decide whether it is running effectively? Why do you feel that the items selected are an appropriate metric?
Part 2
- Based on your answers to Part 1, how do your selected metrics align with Kirkpatrick’s four levels of evaluation?
- Do you think Kirkpatrick’s four levels of evaluation would be an effective tool for evaluating learning in a K–8 classroom? Why or why not?
How can the Kirkpatrick model be aligned with the cognitive, affective, and psychomotor taxonomies to describe an evaluation plan for your projects? What extra descriptive guidance do you have in creating evaluations when you add this model to taxonomic leveling?
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