Final Project Evaluation Report Group2 Harris Shah

8/10/2019 Final Project Evaluation Report Group2 Harris Shah

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The Impact of TurningPoint

on Student EngagementA look at the use of a clicker-based presentation toolin the K-12 classroom

Brichaya Shah and Benjamin Harris

4/25/2011


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The Impact of TurningPoint on Student Engagement

2

Contents

Executive Summary ...................................................................................................................................... 4

Introduction to the Report ............................................................................................................................. 6

Purpose of the Evaluation ......................................................................................................................... 6

Audiences for the Evaluation Report ........................................................................................................ 6

Limitations of the Evaluation .................................................................................................................... 6

Overview of Reports Contents ................................................................................................................. 6

Focus of the evaluation ................................................................................................................................. 7

Description of the Evaluation Object ........................................................................................................ 7

Evaluative Questions Used to Focus the Study ......................................................................................... 7

Information Needed to Complete the Evaluations ................................................................................... 7

Brief overview of evaluation plan and procedures ....................................................................................... 8Presentation of the evaluation results.......................................................................................................... 10

Summary of Evaluation Findings ............................................................................................................. 10

Participants and Setting ...................................................................................................................... 10

Data Sources ....................................................................................................................................... 10

Methods .............................................................................................................................................. 10

Interpretation of Evaluation Findings ..................................................................................................... 11

Qualitative Analysis ............................................................................................................................. 13

Classroom Observations ..................................................................................................................... 14

Conclusions and Recommendations ........................................................................................................... 16

Criteria and Standards Used to Judge Evaluation Object ....................................................................... 16

Judgments about Evaluation Object ....................................................................................................... 16

Recommendations .................................................................................................................................. 17

Works Cited ................................................................................................................................................. 18

Appendices .................................................................................................................................................. 19

Appendix A .............................................................................................................................................. 19

Appendix B .............................................................................................................................................. 22

Appendix C .............................................................................................................................................. 23

Teacher Interview Transcripts ............................................................................................................ 23

Appendix D .............................................................................................................................................. 24

Evaluability Checklist ........................................................................................................................... 24


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Appendix E .............................................................................................................................................. 25

Copy of the Georgia Class Keys Evaluation Document..................................................................... 25

Appendix F .............................................................................................................................................. 26

Survey Data Results ............................................................................................................................. 26


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4

Executive Summary

The study focused on TurningPoint, a clicker based presentation tool used in the K-12 setting. It

evaluated the use of Turning Point, and determined its level of effectiveness at keeping students on

task. Using this technology required a digital classroom environment that consists of a presentationcomputer, a projector, and handheld clickers. Nelson Cue (1998) who determined that there was a

significant increase of student engagement by using Personal Response Systems bound the study in

research. The study also follows other research pertaining to engaging students in conversation with the

use of technology in the classroom (Cutts, Q., et al, 2004).

Teachers usedclassroom clickers to obtain feedback from students who in ordinary circumstances

choose to shy away or disengage from classroom instruction. Learning becomes fun and all students

have a voice in the classroom. For the purposes of this study, the evaluators synonymously used the

word clickers and classroom response system developed by Turning Technologies, which is a particular

student response system used in the Clayton County Public School district to implement audienceresponse technologies in the digital classroom environment. The antithesis to this study would be a

teacher that uses the traditional classroom questioning approach that either favors particular students

or favors learners that are more aggressive or have personalities that are more vocal. Clicker-based

presentation toolshave the potential to embed in various technologies while prompting students to

anonymously respond with a clicker remote control; therefore,teachers can use the technology as a tool

for formative assessment while acquiring data from shy as well as aggressive learners. In order for this

to become an effective technology, students must be engaged in the learning process. Juxtaposed

against traditional lecture instruction, using TurningPoint should engage learners with its interactivity in

the learning process. Even though the technology is interactive, it cannot compete with the level of

interaction that occurs in sophisticated video game consoles. The emphasis of this evaluation focusedon student behavior and the veracity that the technology engages student learning and helps teachers

provide effective instruction. The study focused on off task or disengaged student behavior. This

behavior can include sleeping, playing with peers, daydreaming, and general distractedness. Other

significant foci of this study were to look at student collaboration and discussion behavior while using

TurningPoint, as well as the teachers ability to differentiate instruction while using the classroom

clickers. The goal of this study was to discover if TurningPoint was a viable method of combating

student disengagement, which has been determined as a key factor for low student achievement in

Figure 1


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grades and standardized test scores (Figure 1). The intent of this study is to support teachers,

administrators, parents, and curriculum developers in the exploration of options to improve student

achievement.

The most important findings of the evaluation were that TurningPoint has a positive impact on student

engagement.During the observations, the evaluators also identified that if the teacher has a structuredlesson, students have less discipline problems and off-task behavior decreases. If the teacher is using

the classroom response system as a formative assessment, teachers have an opportunity to address

wrong thinking and encourage classroom discussion. The study also reveals that student interaction

could occur through competition, but teachers did not address this functionality in this evaluation. In

addition, teachers used TurningPoint as a means to differentiate instruction. They felt that it gives them

an opportunity to address learner needs and provide an engaging environment that would not have

been ordinarily available in a traditional chalk and board environment.


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6

Introduction to the Report

Purpose of the Evaluation

The purpose of this study isto gauge the impact of TurningPoint in classroom instruction. The study

exists primarily at the level of direct instructionthe midstream impactees, the teachers. The teachers

exist at the K-12 level and were asked to provide an honest assessment of student behavior while using

TurningPoint in classroom instruction. The teachers provided quantitative and qualitative feedback to

student engagement as it relates to using the clicker-based technology in the classroom.

SurveyMonkey.com was used as the main data collection tool to determine teacher attitudes. The same

data was recorded by evaluators who observed classroom behavior while TurningPoint was in use. The

students were indirect participants or downstream impactees in the study.

Audiences for the Evaluation Report

Prominent stakeholders in this study included technology directors (who will initiate budgetary spending

on technology), students (who will receive instruction in desired format), administrators (who will

ensure technology use in the classroom), teachers (who will provide, and in some cases, modifyinstruction), and parents (who are concerned about the type of instruction received in the classroom).

Budgetary decisions must account for the need to purchase, maintain, and upgrade equipment

necessary to support presentation software.

Limitations of the Evaluation

The limitations of the study were that not all teachers in the county were surveyed for this evaluation.

The survey was limited to teachers in Area 3. Also, teachers were recommended to take the survey

based on the knowledge level perceived by a schools media specialist. The political factors concerned

in this study relate to state educational budget cuts. If there is limited funding provided for education,

as well as technology, there will be resistance to the implementation of this study. Some may feel thatthis is a moot point if money is allocated away from technology support.

Overview of Reports Contents

This report contains a focus of the evaluation, the plan that was implemented in evaluation procedures,

presentation of the results of the findings, conclusions and recommendations of the evaluators, and all

documents administered and gathered from the evaluation.


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Brief overview of evaluation plan and procedures

Evaluation

Questions or

Objectives

Information

Required

Information

Source

Method for

Collecting

Information

Information Collection Arrangements Analysis

Procedures

Interpretation

Procedures and

Criteria

Reporting of Information

By Whom Conditions When To Whom How When

Will the use of

TurningPoint

Clickers have a

positive effect

on the

engagement

and on-task

behavior of K-

12 students in

the classroom?

Grade-level,

level of

familiarity

with using

TurningPoint

Survey

K-12

Classroom

Teachers

(n=66)

Observations

1 Elem

1 Middle

1 High

Survey,

Observations,

and Interviews

Internal

Evaluator for

Surveys,

External

Evaluator for

Observations.

Electronic

Surveys,

Live

Observations,

and Video

Observations

3/1

3/31

Results

from survey

will be

imported in

Microsoft

Excel to

chart data.

Results

from

checklist

will be

charted in

Excel.

Do 80% of

responders

believe that

clickers

positively

impact student

engagement

and on-task

behavior? Do

classroom

observations

reveal positive

student

behavior?

Technology

Director,

Administrators,

Parents,

Students, and

Teachers

Technical

Report to

administrators

to discuss their

interpretation

of results.

Technology

Showcase

presentation to

share with

parents,

teachers, and

students

Technical

Report due

4/25

Presentation to

Technology

Showcase

4/25

Will the use of

TurningPoint

Clickers affect

an increase in

studentquestioning

and

discussion?

Grade-level,

level of

familiarity

with using

TurningPoint

Survey

K-12

Classroom

Teachers(n=66)

Observations

1 Elem

1 Middle

1 High

Survey,

Observations,

and Interviews

Internal

Evaluator for

Surveys,

External

Evaluator forObservations.

Electronic

Surveys,

Live

Observations,

and VideoObservations

3/1

3/31

Results

from survey

will be

imported in

MicrosoftExcel to

chart data.

Results

from

checklist

will be

charted in

Excel.

Do 80% of

responders

believe that

clickers

positivelyimpact student

student

questioning

and discussion?

Do classroom

observations

reveal

discussion?

Technology

Director,

Administrators,

Parents,

Students, andTeachers

Technical

Report to

administrators

to discuss their

interpretationof results.

Technology

Showcase

presentation to

share with

parents,

teachers, and

students

Technical

Report due

4/25

Presentation to

Technology

Showcase

4/25


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Evaluation

Questions or

Objectives

Information

Required

Information

Source

Method for

Collecting

Information

Information Collection Arrangements Analysis

Procedures

Interpretation

Procedures and

Criteria

Reporting of Information

By Whom Conditions When To Whom How When

Will the use of

TurningPoint

Clickers show

a difference in

task-related

student

interaction andcollaboration?

Grade-level,

level of

familiarity

with using

TurningPoint

Survey

K-12

Classroom

Teachers

(n=66)

Observations

1 Elem

1 Middle

1 High

Survey,

Observations,

and Open-

ended

Interviews

Internal and

External

Evaluator

Electronic

Surveys,

Live

Observations,

and Video

Observations

3/1

3/31

Results

from survey

will be

imported in

Microsoft

Excel to

chart data.Results

from

checklist

will be

charted in

Excel.

Do 80% of

responders

believe that

clickers

positively

impact task-

related studentinteraction and

collaboration?

Do

observations

reveal

collaboration?

Technology

Director,

Administrators,

Parents,

Students, and

Teachers

Technical

Report to

administrators

to discuss their

interpretation

of results.

TechnologyShowcase

presentation to

share with

parents,

teachers, and

students

Technical

Report due

4/25

Presentation to

Technology

Showcase

4/25

Will the use of

TurningPoint

Clickers help

teachers to

better

differentiate

instruction?

Grade-level,

level of

familiarity

with using

TurningPoint,

Qualitative

information

about

differentiation.

Survey

K-12

Classroom

Teachers

(n=66)

Observations

1 Elem

1 Middle

1 High

Survey, Open-

Ended

Interviews,

and

Observations

Internal and

External

Evaluator

Electronic

Surveys

3/1

3/31

Results

from survey

will be

imported in

Microsoft

Excel to

chart data.

Results

from

checklist

will becharted in

Excel..

Qualitative

responses

will be

analyzed in

Nvivo9

software.

Do 80% of

responders

believe that

clickers

positively

impact

differentiation

of instruction?

Do survey

responsescontain

references to

differentiation?

Technology

Director,

Administrators,

Parents,

Students, and

Teachers

Technical

Report to

administrators

to discuss their

interpretation

of results.

Technology

Showcase

presentation to

share with

parents,teachers, and

students

Technical

Report due

4/25

Presentation to

Technology

Showcase

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Presentation of the evaluation results

Summary of Evaluation Findings

Participants and SettingThe participants in the survey portion of the study were 66 teachers of Clayton County Public Schools

who were identified for their willingness to use technology in their instruction. Of the 66 individuals

who chose to participate, 16.9% were elementary level teachers, 55.4% were middle grades teachers,

and 27.7% were high school teachers. One individual chose not to identify his or her grade level.

The participants in the classroom observation portion of the study were three teachers that were

recommended for their ability and willingness to use TurningPoint in their instruction. The teachers

allowed the videotaping and observation in a classroom setting as they used the classroom response

systems.

Data SourcesThe evaluators decided to use SurveyMonkey.com, a web-based surveying tool, to collect responses

because it allowed a medium to reach a wide number of employees without the cost of travel. The

survey questions were designed to gather information specific to grade level as well as determine how

often an individual used TurningPoint in the classroom. For example, on question 3, if an individual

responded as never used TurningPoint in the classroom, the individual would be dismissed from

continuing the survey (Appendix A). The evaluators assumed that the participants would have the

prerequisite skills to complete an online questionnaire as the district frequently administers similar

instruments for various purposes.

The evaluators would observe three identified classes representing each grade level using a classroomobservation instrument (Appendix B). The classroom observation instrument was modified from a

checklist created by Dr. Richard Jones (2009). The Student Engagement Checklist provided a document

for observers to monitor specific behaviors of students to determine the level of engagement during a

particular assignment.

After observing the classes, the three teachers would be interviewed to give a personal assessment on

using TurningPoint in the classroom (Appendix C). A teacher from each grade level was identified

because of their willingness to engage learners with technology. Each classroom teacher was specifically

asked a general question, How has the use of TurningPoint aided your classroom instruction?

Methods

The internal evaluator retrieved survey data from SurveyMonkey.com, an online survey and data

analysis website. The survey is mostly based on the five-category rating scale principle where behavior

is gauged from strongly agree to strongly disagree. The survey (Appendix A) was designed to be

consistent with the standards that were to be addressed in the evaluation. Also,all qualitative data was

examined using NVivo9 software.


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The evaluators chose to observe classrooms with a modified classroom observation tool to include items

that focused on the evaluation standards. The internal evaluator videotaped the lessons so that other

stakeholders could view classrooms using the technology and have an external evaluator evaluate

student behavior based on the student engagement checklist (Appendix B).

Interpretation of Evaluation FindingsIn analyzing the data, the majority of survey participants were middle school teachers at 55.4%. The

majority of participants have to reserve a set of TurningPoint kits from their school media centers.

24.6% of the participants have their own assigned set of clickers. Out of the 66 participants of the

survey, 7 participants were not allowed to proceed with the survey because they responded that they

never use TurningPoint in their class (Figure 2).

Figure 2

For the remainder of the survey, there were 59 potential participants because seven participants weredisqualified by never using TurningPoint in their classrooms. It was discovered that the majority of users

either used TurningPoint in conjunction with PowerPoint or used TurningPoint with the popular

classroom management system known as Study Island.


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Figure 3

91.3% of participants determined that students were either usually or very engaged when using

TurningPoint in the classroom (Figure 3). 86.3% of teachers believed that using TurningPoint has

increased either Teacher-Student or Student-Student discussion in the classroom(Figure 4). 80.7% of

teachers believed that TurningPoint had a much or great deal of improvement in student interaction and

collaboration (Figure 5). Overall, teachers believed, at 96.4%, that TurningPoint helped them to

differentiate instruction. The differentiation question encouraged teachers to explain how TurningPoint

helped or hindered the differentiation instruction (Appendix A).

Figure 4

Figure 5


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Figure 8

Figure 9

Classroom Observations

Three classrooms were recorded from each grade area - elementary, middle, and high. The recordingswere submitted to an external evaluator to determine student behavior based on an engagement

checklist (Appendix B). The results of the evaluation were positive for elementary and high school levels

showing a high level of engagement to include classroom discussion and collaboration. The middle

school observation received very low scoresparticularly in the areas of collaboration and fun and

excitement (Figure 11).


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Figure 10

Figure 11

Positive Body

Language

Consistent

Focus

Verbal

Participation

Student

Collaboration

Fun and

Excitement

Series1 4 4 5 5 5

1

2

3

4

5

EngagementLevel

Student Engagement Walkthrough

Elementary School

Positive Body

Language

Consistent

Focus

Verbal

Participation

Student

Collaboration

Fun and

Excitement

Series1 2 3 1 1 1

1

2

3

4

5

Level

ofEngagement


Middle School


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Figure 12

The elementary observation showed the highest levels of engagement with ratings in the highand very

highcategories (Figure 10). The middle school observation showed the lowest levels of engagement

with ratings of medium, low, and very low ratings(Figure 11). Finally, the high school posted three high

ratings and two very high ratings (Figure 12). The evaluators must note, however, that the middle

school observation consisted of a different teacher delivery where verbal participation, student

collaboration, and fun and excitement were discouraged. The activity was perceived to be more of a

summative assessment rather than a formative assessment.

Conclusions and Recommendations

Criteria and Standards Used to Judge Evaluation Object

The effectiveness of TurningPoint was judged at a base rate of 80% in affirmative answers on survey

questions. The classroom observations were judged at successful ratings of Very High and High for

observable areas. The number of references of standards that focused the evaluation judged the

qualitative analyses of responses.

Judgments about Evaluation Object

The study reveals some interesting facts about Clayton County Public Schools use of clickers in the

classroom. Teachers who are willing to expose their students to this type of technology are more likelyto do so in conjunction with PowerPoint presentations or with Study Island. Some teachers are using

TurningPoint Anywhere, which allows them to poll on items such as Word or Acrobat documents. The

evaluation revealed that most teachers believe that TurningPoint increases student engagement.

Teacher ratings, interviews, and classroom observations support this fact. There is some discussion

about the use of clickers and its impact on collaboration and differentiation. Students tend to become

very excited by using the clickers and some teachers are not comfortable with allowing a noisy

Positive Body

Language

Consistent

Focus

Verbal

Participation

Student

Collaboration

Fun and

Excitement

Series1 4 4 4 5 5

1

2

3

4

5

EngagementLevel


High School


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classroom. Some administrators may feel that a teacher that engages students with too much fun and

excitementmay be at risk for discipline issues. The survey revealed that only 39.7% of respondents

answered that the clickers Always supported discussion, but the purpose of the lesson could have an

impact on this number. 80.7% of respondents answered in the affirmative that clickers increased

student interaction and collaboration. An undeniable 96.4% believed that using TurningPoint helped

them in their ability to differentiate instruction.

Recommendations

The evaluators recommend that the district explore funding avenues to give teachers one-to-one access

to a classroom set of clickers. Several teachers in the evaluation expressed a need to have their own set

of clickers. Almost 70% of responders revealed that they must share or reserve a classroom set. The

evaluators recommend that teachers undergo professional development to explore ways to increase

student collaboration while using the classroom response system and explore ways to implement

TurningPoint in other applications beyond PowerPoint and Study Island. The evaluators also suggest

training for administrators so that they may know the value of student competition and verbal

interaction while using clickers in instruction.


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Works CitedCue, N. (1998, December 10-12). Hong Kong SAR, China.Retrieved March 31, 2011, from A Universal

Learning Tool for Classrooms? In: Proceedings of the "First Quality in Teaching and Learning

Conference": http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf

Cutts, Q., Kennedy, G., Mitchell, C., & Draper, S. (2004, August 16-18). Maximizing Dialogue in Lectures

Using Group Response Systems.Retrieved March 30, 2011, from

http://www.dcs.gla.ac.uk/~quintin/papers/cate2004.pdf


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Appendices

Appendix A


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Responses for Please Explain

It incorporates hands-on learning more.

It would if I could get a set for my room.

The kids will not control themselves if they get the chance to cheer after every answer to see

if it is correct on study island.

It helps because most times the responses are anonymous, so wrong answers are discussed

openly..

Turning Point is very labor intensive for teachers. Differentiation is more easily done by

dividing into groups and giving dif ferent assignments or elements of the same assignment.

unsure I'm a Media Specialist and usually do whole group instruction

I use results to determine individual weaknesses to differentiate and design small group

instruction

For kinesthetic learners, the chance to 'push a button' is an attraction. For visual learners,

the abil ity to view work on a screen and/or to see their resul ts on an instantaneous chart is

motivation. For social learners, the chance to participate in a group activity makes it wor th i t.

For l ess conf ident learners, they can hide within the possible anonymi ty of the process.

Furthermore, it provides me with an alternate means of delivering instruction.

I easily identify the students who do need differentiation and remediation.

It gives me the ability to monitor my room and teach without being stuck in one small area.

The students feel as if they are not doing as much work when they use the clickers.

It is very interactive for the students. They enjoy using the TurningPoint. Also, it is very user

friendly.


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When using it I can focus on things the students don't understand.

Neither

Appendix B

Student Engagement Walkthrough Checklist

Observations

Positive Body

Language

Very High High Medium Low Very Low

Students exhibit body postures that indicate they are paying attention to the teacher and/or other

students.Consistent

Focus


All students are focused on the learning activity with minimum disruptions.

Verbal

Participation


Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning.

Student

Collaboration


Students frequently and openly discuss assignment with peers.

Fun and

Excitement


Students exhibit interest and enthusiasm and use positive humor.

The instrument was adapted from Student Engagement Teacher Handbook by the International Center

for Leadership in Education.

Works CitedJones, R. D. (2009). Student Engagement Teacher Handbook.Retrieved March 9, 2011, from

leadered.com: http://www.leadered.com/pdf/Student%20Engage%20handbook%20excerpt.pdf


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Appendix C

Teacher Interview Transcripts

Interview 1

I am [name omitted] 7th grade math teacher at Elite Scholars and I would just like to say thatturning point and study island both have helped my students increase their scores statewide

testingTurningPoint facilitates easy assessing and it also grades it for me so that's wonderful

less time for the teacher... Study Island just makes sure ... makes ... ensures that all everything

that we do in the classroom is aligned with the state standards so the two of them together have

been valuable to me and have made my first year as a teacher excellent.

Interview 2

[name omitted] TurningPoint is a good program to use with students keeps them... engaged

and very excited using the clickers to put in their responses as opposed to pencil and

paper.Sometimes they get tired of using pencil and paper ...They like to see the immediate results

showing how many people voted for each answer and if their answer was correct....I enjoy using

it. It helps me out a lot with the grading. ...It grades it for you. If you decide to use it as an

assessment ... if you just wanna use it as a review ... preparing for a test. It is also good so you

can see ... what skills each child is having difficulty with so that you can address those skills.The

before assessment - many different types of reports whichever one you want depending on the

detail that you want for that particular Turning Point. TurningPoint Anywhere is great because

you're not limited to just Powerpoint ... You can use Turningpoint in any program at all

..internet, Word document, Adobe file, it doesn't matter.You can use TurningPoint Anywhere

and get the same outcome.You still can pull your reports.Each clicker is attached to a student andyou can see how each student is doing individually.

Interview 3

The TurningPoint clickers have truly improved instruction simply because it allows us to

govern instruction based on data. Immediately we can see if the students have mastered the skill

by setting a baseline such as eighty percent and if less ...if the percentage drops then we know

that's a skill that we need to reteach ... It allows us to correct wrong thinking immediately and it

also engages the kids ... We can get feedback from kids we may not necessarily hear from by

show of hands ... It allows the kids who might be shy to also give us immediate feedback ... And

we also sometimes see those kids who are not apt to be verbal to get involved in the tactile nature

and the kinesthetic motions of Turning point, so it has improved all around.


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Appendix D

EvaluabilityChecklist

Step 1. Is there a contractual requirement toevaluate?

( If yes, initiate the evaluation; if no, go to step 2.)

There is no contractual requirement of evaluation.The evaluation will be completed internally.

Step 2. Does the object of the evaluationhave enough impact or importance to

warrant formal evaluation?( If yes, go to step 3; if no, formal evaluation is

unnecessary, and you should discontinue furtheruse of this checklist.)

The object of evaluation is extremely important asit deals with quality of instruction which eventuallyconcerns itself with AYP

Step 3. Is there sufficient consensus amongstakeholders on the model for the program?

Its goals and objectives?

( If yes, go to step 4; if no, consider a needsassessment study.)

*Needs Assessment Study is considered

Step 4. If the program has begun, are itsactions consistent with the program model?

Is achievement of goal( s) feasible?( If yes, go to step 5; if no, consider a needsassessment or monitoring evaluation to study

program modifications.)

*Needs Assessment is considered

Step 5. Is the proposed evaluation feasible

given existing human and fiscal resources

and data availability?

( If yes, go to step 6; if no, find more resourcesbefore proceeding or revise the scope of your plan.)

Yes, the evaluation is feasible.

Step 6. Do the major stakeholders agree onthe intended use of the evaluation?

( If yes, go to step 7; if no, discontinue or focus onthose stakeholders who can use the information

effectively.)

*School administration will be the stakeholders ofconcern who will use the information effectively

Step 7. Are the stakeholders in a position to

use the information productively?( If yes, go to step 8; if no, discontinue or focus on

other stakeholders who can use the information tomake decisions or take action.)

Yes the stakeholders can truly benefit from and usethe information productively

Step 8. Will the decisions of your primary

stakeholders be made exclusively on otherbases and be uninfluenced by theevaluation data?

( If yes, evaluation is superfluousdiscontinue; ifno, go to step 9.)

No, the decisions of the primary stakeholders areinfluenced by the administration both locally and in

the central office.


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Step 9. Is it likely that the evaluation will

provide dependable information?( If yes, go to step 10; if no, discontinue.)

Yes

Step 10. Is the evaluation likely to meet

acceptable standards of propriety?

( If yes, go to summary. If not, consider othermeans of data collection or discontinue.)

Yes,

Summary: Based on steps 110 above, should an evaluation be conducted?

Yes

No

Appendix E

Copy of the Georgia Class Keys Evaluation Document
http://www.doe.k12.ga.us/DMGetDocument.aspx/CK%20Standards%204-30-09.pdf?p=6CC6799F8C1371F60C8684DFDC96C1C9E173A927D7D04E1B1E862FC762CCF7F9&Type=Dhttp://www.doe.k12.ga.us/DMGetDocument.aspx/CK%20Standards%204-30-09.pdf?p=6CC6799F8C1371F60C8684DFDC96C1C9E173A927D7D04E1B1E862FC762CCF7F9&Type=Dhttp://www.doe.k12.ga.us/DMGetDocument.aspx/CK%20Standards%204-30-09.pdf?p=6CC6799F8C1371F60C8684DFDC96C1C9E173A927D7D04E1B1E862FC762CCF7F9&Type=D


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Appendix F

Survey Data Results


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Documents

Final Project Evaluation Report Group2 Harris Shah