Evaluation Plan for

New State Standards for Mathematics and Problem-based Learning

A Grant Funded Project
FRIT 7237 Evaluation of Needs and Programs Final Project
by Teresa Flemming, Vicki Lee, Austin Smith

The following is an evaluation of the Mock Proposal document in Module 7 of FRIT 7237,
New State Standards for Mathematics (NSSM), and Problem-based Learning. The evaluations
include: Implementation/Formative Evaluation; Summative/Impact Evaluation and Data
Collection Schedule/Summary.

Implementation/Formative Evaluation
Implementation Evaluation Questions

Evaluation Findings

Were the initial experience and follow up

activities implemented as planned?

Observations, workshop documentation, and

discussions with participants and project leaders can
help indicate if the plans were implemented as
planned.

What is the quality of the initial program

activities?

Activities and data listed with the workshop indicate

the program was of high quality. The workshop was
well organized with clear objectives that promoted
understanding of Problem Based Learning, PBL
and Common Core Standards in mathematics.

Who are the program participants and how

were they recruited?

A survey was conducted to indicate the level of

interest in the program. 153 teachers responded to
the survey indicating 61% showing low-level of
interest and 58% indicating high-level of interest.
There were 16 program participates initially
targeted at math 6, 7, and 8 grade math teachers.

What is the quality of follow up and support

activities?

Teacher participants can conduct self-evaluations of

the implementation, which they shared with project
staff members. Interviews with the teacher focus
groups can clearly show if teachers were satisfied
with the level of support.

After the evaluation team collected all materials (hard copies and electronic copies) and held
interviews and focus groups with the participants, a summative evaluation was conducted. The

findings of the evaluation will be sent to the university and the school districts Board of
Education.
Summative Evaluation
Outcome Evaluation
Questions

Objective

Indicator

Data Source

To what extent were teachers

able to develop PBL modules
that were connected to local
business and industries,
aligned with NSSM, and
incorporated appropriate uses
of technology?

1.
Create PBL
Modules based on
local businesses
and industries

Modules draw on
content and
processes from
local businesses
and industries

Hard copies of
workshop notes, hard
copies of meeting
notes with local
businesses and
industries, PBL
modules created

To what extent were teachers

able to develop PBL modules
that were connected to local
business and industries,
aligned with NSSM, and
incorporated appropriate uses
of technology?

2.
Create PBL
Modules
addressing NSSM

Module content,
tasks, and
assessments are
aligned with
appropriate
NSSM

Hard copies of
workshop notes, hard
copies of lesson
plans, NSSM
standards list

To what extent were teachers

able to develop PBL modules
that were connected to local
business and industries,
aligned with NSSM, and
incorporated appropriate uses
of technology?

3.
Integrate
technology into
PBL experiences

PBL modules
contain activities
that effectively
use technology

Hard copies of lesson

plans, student work
samples, survey
results, PBL modules
created

To what extent were teachers

able to implement and
evaluate those modules?

4.
Implement
and evaluate PBL
Modules

Record of
implementation
Record of selfevaluation

Teachers selfevaluations of module

implementation,
Communication
through wiki

Data Collection Schedule/Summary

Data set

Date(s) of
Collection

Type of
Collected by whom?
Collection/tools; Have
tools been developed?
Yes or description

October 2011
October 2011
survey of BC Math
Teachers

Likert scale survey of

interest in developing
PBL of NSSM;
developed: Yes

Braxton County School

Administration

Student
Achievement Data

2010-2011 school
year

CRCT Mathematics
results for grades
6,7,8; developed: Yes

Braxton County School

Administration

Pre-workshop
survey ( NSSM) s

June 15, 2015

Questions covering
NSSM standards

Carla Lawton

Pre-workshop
survey on PBL

June 20,2015

Survey questions
about PBL concepts

Carla Lawton

Qualitative data

June 28,2015

Observations of
participants ideas
sharing

Project Director, Carla

Lawton

Qualitative
analysis of teacher
participants
responses

July 7, 2015 [midpoint]

Formative summary
Project Director, Carla
of Refinement of PBL Lawton

Participants postworkshop self

evaluations

August 1, 2015

Likert scale
questions,
reflection/feedback

Project Director

Evaluation Report

January 4, 2016

Dissemination of
Final Evaluation
Report

Project Director,
Braxton School Board

from electronic
communication

(Mock Proposal, 6)

References

Implementation Evaluation: The purpose of implementation evaluation is to assess whether the

project is being conducted as planned (Frechtling, 8).

Summative Evaluations are used to review project effectiveness. For a project with a newer
intervention, a less intense summative evaluation will focus on a shorter-term outcome, that
is, whether faculty learn relevant knowledge and skills as a result of the
project (Frechtling, 118). This is especially true of STEM disciplines such as Braxton Countys
NSSM.

Data Collection Schedule/Summary: For the evaluation of educational innovations, internal

records include documents such as student transcripts and records ... grade and standardized test
reports... particularly useful in describing institutional characteristics, such as backgrounds and
academic performance of students, and in identifying institutional strengths and weaknesses
(Frechtling, 70).

Frechtling, J., Mark, M., Rog, D., Frierson, H., Thomas, V., Hood, S., Hughes, G. (2010). The
2010 User Friendly Handbook of Project Evaluation. Arlington, VA: National Science
Foundation, Directorate for Education & Human Resources, Division of Research,
Evaluation and Communication.