According to Brown and Green, evaluation refers to the process for determining the success level of an individual or a product on the basis of data, then making decisions based on the success level (Brown and Green 2007). Other important terms:

Assessment-procedures or techniques used to obtain data about a learner or product.

Measurement-the data collected in numbers

Instruments-scales, forms, sheets

An evaluation is needed to determine the success of the training. Was there a change in knowledge?

Michael Scriven is credited with creating the first formative and summative evaluations in the 1960s.

Formative evaluation-an evaluation that occurs throughout the instructional design process. This allows the designer to revise the training as needed.

Summative Evaluation-evaluation that occurs after the training. It determines the effectiveness of the training.

I believe that all tests and evaluation should have an alternate plan to accommodate all students. The Learner Analysis will help the designer to identify individual differences. Tests might include extra credit for the gifted students. In order to accommodate those with disabilities, a recording might be provided for the hearing impaired or extra time could be provided for those with other disabilities.

According to FM 7-0, assessment is the commander’s responsibility. It is the commander’s judgment of the organization’s ability to accomplish its wartime operational mission. (Training the Force 2002)

In order to perform an evaluation in the army, the organizations results are compared to the army standards for a particular task. This can be accomplished through:

What is evaluation?What is evaluation?

Formative-vs-Summative EvaluationFormative-vs-Summative Evaluation

Evaluation and Assessment in the Army

Evaluation and Assessment in the Army

Evaluation and Universal Design

Evaluation and Universal Design

Evaluations can be:

An After Action Review is one way to conduct an evaluation of training. The after action review is quite similar to a summative evaluation because it occurs at the end of the training. The After Action Review can be formal or informal and involves leaders and soldiers. The most important thing to remember about an After Action Review is that it is not meant to assign blame. Its primary focus is the training objectives. There are four parts to an after action Review.

Personal observations

Feedback from higher headquarters

Unit status report

Annual training reports

IG inspections

Technical inspections

APFT scores

Weapons Scores

ns scores

Formal

Informal

Internal

External

A combination

Four Parts to an AAR

What was supposed to happen?

Establish what happened.

Determine what was right or wrong with what happened.

Determine how the task can be done differently.

After Action ReviewAfter Action Review

Let’s use a concert as an example: The concert should be performed with all load crews working efficiently and all sound equipment, lights and microphones working perfectly. The concert was performed well musically and there were no sound problems, but there were a few logistical problems. The load crew did not have time to eat lunch and a few of the bulbs in the stand lights did not work. We have determined that the set-up crew should leave an hour earlier and that the music library should pack extra light bulbs for the next performance.

There are many types of tests used to evaluate progress. They are:

Constructed response-an essay type response that doesn’t have a correct answer. This type of response uses higher level cognitive abilities. When constructing questions for this type of test, be sure to break the main question down into smaller questions and inform the students how the response will be graded.

If I wanted my students to describe the color wheel, I would ask them to be sure to describe primary and secondary colors and their relationships and have them describe warm and cool colors. I would break the grading down as follows:

For a total of 8 points:

Properly explained primary colors-2 points

Properly explained secondary colors-2 points

Explained the relationship between primary and secondary-2 points

Explained warm and cool colors and their relationship to the color wheel-2 points

Performance assessment

This kind of test measures quality and quantity. A rating scale is used and it should have five levels in order to be effective. I would use a rating scale to conduct an audition of my private clarinet students. This type of assessment is good for more subjective subject areas like music or art.

TestsTests

The image below is the rating scale for instrumental auditions in the Army, Navy, and Marines. There are eight levels defined by the descriptive adjectives. The number score is most important to our jobs. A 2.3 is the minimum score needed to pass the entry audition, a 2.7 is needed to pass Advanced individual training. A 2.9 is needed to pass the Basic Non Commissioned Officer Course and a 3.0 is needed to pass the Advance Non Commissioned Officer Course. 3.0 also qualifies for one of the three Major Command Bands. 3.2 qualifies to be an instrumental instructor at the school of music.

Portfolio

A portfolio is a collection of artifacts used to show progress. The wiki for this class is a good example of a portfolio. I have a portfolio from student teaching also. The portfolio would also be used for artists and musicians(in the form of a CD) to display their works.

Rubrics

Is a scoring system with guidelines. I would use this for a task that involved detailed steps in a particular order. Below is a DA Form 5164-R. The steps to the task can be added into this form and are evaluated as a pass or fail. At the end, if all tasks are passed, the soldier gets a go.

References:

Brown, A. & Green, T.D(2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River, New Jersey: Merill/Prentice Hall.

DA Form 5164-R (1985)

Dick, W. & Johnson, R.B. (2007) Evaluation in Instructional Design: The Impact of Kirkpatrick’s Four-Level Model. Trends and Issues in Instructional Design and Technology. (pp.94-102). Upper Saddle River, New Jersey: Merill/Prentice Hall.

Reiser, R. (1987) A History of Instructional Design and Technology. Trends and Issues in Instructional Design and Technology. (pp.17-28). Upper Saddle River, New Jersey: Merill/Prentice Hall.

School of Music Form 1230/2A (1991)

Training the Force: FM 7-0. (2002). [Pamphlet]. Washington D.C. Headquarters Department of the Army.