This project was designed to 1) establish criteria for conducting a culturally responsive evaluation of STEM programs and 2) to establish criteria for assessing cultural responsiveness in STEM program planning
ADPIE PosterAEA2009.pptx
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This paper discusses three survey instruments that can be used to measure outcomes of STEM education programs, including: student attitudes toward STEM and interest in STEM careers; teacher efficacy and beliefs for teaching STEM and use of STEM instructional practices; and principal leadership for STEM
UnfriedFaberTownsendCorn_AEA2014_STEMSurveysPaper.pdf
are conducting a three-year evaluation of the Research and Evaluation on Education in Science and Engineering (REESE) program in the National Science Foundation's Division of Research and Learning. Using a multi-method approach the evaluation is examining the following questions: - To what extent is the REESE program catalyzing discovery and innovation in research in STEM learning, education, and evaluation? - How effective is the REESE program in stimulating STEM fields to produce high-quality, rigorous research studies? - How effective is the REESE program in supporting the accumulation of knowledge in STEM education?
Evaluation of NSFs Research and Evaluation on Education 10-2011.pptx
Poster 11: Changing Horses Mid-Stream: Lessons Learned from Evaluator Transitions During Two ITEST (Innovative Technology Experiences for Students & Teachers) STEM (Science, Technology, Engineering, and Mathematics) Projects It is not uncommon for programs to change evaluators partway through a grant cycle by necessity or choice. Based on our experiences as incoming and outgoing evaluators of two multi-year, out-of-school time programs funded by the National Science Foundation, we considered issues that are associated with evaluation transitions for the evaluators, program staff, and other stakeholders, and strategies that can facilitate a smooth transition for all stakeholders
Changing evaluator poster.pdf
This paper discusses the outcomes evaluation of a Universityโs Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and Universityโs stakeholders stressed examining the more proximal outcomes, (i.e. knowledge gains, changes in pedagogical perceptions and implementation of new skills in the classroom) by participants, while the State-level stakeholders emphasized (and required) that student achievement measures were most important. In addition, the paper describes the experiences of the evaluation team and the changes made to the evaluation plan as a result of lower than expected program participation: changes in participantsโ role in their school, reduced funding, the withdrawal of the school districtโs participation in the grant and the change in the program director of the grant
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This presentation showcases a newly developed practical guidebook for a values-engaged, educative approach to evaluating science, technology, engineering, and mathematics (STEM) and other education programs. This evaluation approach is anchored in our dual commitments to (a) active engagement with values of diversity and equity, and (b) being educative in our work, that is, conducting evaluations that advance meaningful learning about the program being evaluated. Our guidebook foregrounds the distinctive role of the values-engaged, educative evaluator, and features step-by-step guidelines for the practice of values-engaged, educative evaluation, along with multiple illustrations of these guidelines from our varied field tests of this approach. In presenting this guidebook, we invite other education program evaluators to our roundtable to share their thoughts in an informal, interactive format that can further inform and enlighten our thinking about values engagement in evaluation practice
Values Engaged Educative Guidebook.pdf
One-page handout about Meaningful Evidence's evaluation of the Howard University PAC-Involved project, a STEM Education Topical Interest Group Exemplar Evaluation for the American Evaluation Association 2015 Conference (Chicago, November 2015)
PAC-Involved Evaluation handout AEA2015.pdf
This paper summarizes key points from Abt Associates' evaluation of the National Science Foundation's (NSF) International Postdoctoral Research Fellowship Program (IRFP). The program supports early career U.S. scientists and engineers to spend 9 to 24 months pursuing a postdoctoral fellowship in another country. The evaluation used propensity score matching to compare funded IRFP applicants to a matched comparison group of unfunded IRFP applicants
AEA Govt NSF International Fellowships_uploaded.pdf
Wallis Our aim is to demonstrate a new conceptual systems science method to assess and compare program models/theories
poster theory visualization.pdf
This study explores how a variety of technology tools and systems were employed to support the internal formative evaluation of the design, construction, and implementation of a grades K-4 space mission simulator
MIcronauts_Process_Evaluation_Ruberg.pdf