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• <br /> Project IEP City gene- Hatmaker- Johnston <br /> In addition to questions listed above related to project products, evaluators will also examine Education Materials in <br /> greater depth, using a two -step process: (a) an internal evaluation completed by the Materials Developers; and (b) a <br /> subsequent external evaluation conducted by the Program Evaluation team. The internal evaluation process will be <br /> ongoing during product development, thus allowing developers to make revisions prior to review by evaluators. <br /> Instruments used in this process will be created by the evaluation team. In general, the evaluation will examine the lesson <br /> plans, activities, other text, photos, and illustrations. It will be evaluated in terms of its (a) general appearance; <br /> (b) adequacy of content; (c) value orientation, biases, and accessibility to those of differing abilities and perspectives; <br /> (d) teaching strategies, level of accuracy and underlying implications; (e) overall appeal to user and satisfaction with <br /> product; (f) perceived usefulness in terms of achieving goals and objectives, and (g) product input, expected outcomes <br /> and cost of production. Table 4 below details most of the variables expected to be addressed in the evaluation of the <br /> Education Materials. When applicable, these variables will also be used when evaluating Architectural and Interpretive <br /> Materials, marketing tools, and other project products. Table 2, shown earlier, provides an summary of the variables to be <br /> evaluated and the four methods used in data collection. For reader convenience, Table 2 is repeated after Table 4. <br /> Table 4. Selected Variables to Be Used to Evaluate Education Materials and Other Project Products. <br /> Appearance Assessment of Teaching Strategies Process Evaluation to Include in <br /> Neat appearance Do materials use different Materials Testing: <br /> White space on page strategies/learning styles? What are the program inputs (e.g. <br /> Pleas ant, appropriate graphics Are they easily adapted to situation or resources, time, staff hours, <br /> Accurate portrayals level? materials, transportation, people)? <br /> Framed main ideas or bullet Can concepts be transferred? Activities (What did we plan to do? <br /> statements Does it need to be adapted to use? What did we do?) Traiaings held <br /> Content Does it lend itself to learning (number, date, time, content)? <br /> Meets standards for Initial & outcomes? Participation (Who attended the <br /> Advanced Certification of Mastery. Is it acanrate/easy to validate as training? What were the tailings? <br /> Spelling & grammar accurate accurate? When? How? How often? Where? <br /> Level of understanding/Relevance Does it consider various perspectives? Outcomes to Consider <br /> Balanced, unbiased content Is it printed on recycled paper? What are people expected to learn? <br /> Impact <br /> lives Does R set example/reflect values? (tan-post testing)? _ message • Other Things to Consider After teaching student:: <br /> Tells whole story without vital Who produced the materials and why? Did their behaviors change? What <br /> missing parts/Answers questions Who of control by changes occurred? Attitude <br /> V l e Orienfape an S1sI � <br /> Is author identified?/sources Involvement level? Increased <br /> Cultural relativity identified? feelings of involvement2.... <br /> Resource -ism (idea that things exist Endorsements attached? Who observed & reported.ctbanges? <br /> for our benefit) Current/recent/outdated? What were the results of change? <br /> Holism - Environmental implications of Policy ehaagex/Influerat! ZoQ <br /> Does content develop a sense of perspective being promoted? Regulations? <br /> responsibility? How widely are the materials What did people think of it all? <br /> Optimistic or pessimis tic? distributed? Impact? Satisfaction of users? Usefulness of <br /> Is it self - critical or does it contain its Cost/value of materials? materials? Positive impact on <br /> own bias? Does it encourage a variety of people? <br /> What was the level of adaptability and perspectives? Final outcomes to consider after <br /> accessibility of materials? Cultural Reactions of others using the document with students <br /> sensitivity and appropriateness of Observer assessments? What happened? To whom? When? <br /> materials? Observer impressions? Why? How much? What did it cost? <br /> Reactions of users Supervisor assessments or How long did it take? <br /> Materials, Activities, & Content impression? Perceived impact on wildlife? <br /> Final Production Cost <br /> 19 <br />