This is how the AECT Initial Standards present evaluation:
“Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.”
A supporting explanation for Problem Analysis is:
“Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects.
Performance Indicatives of the Evaluation Standard for Problem Analysis are:
5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.1.2* Apply knowledge of current trends and issues in the field of school library media.
Needs assessments and learner characteristics are an essential part of evaluation, as it works as the basis of the remaining process. Based on the identified needs, goals and strategies should be structured. In the case of the evaluation project I am developing for an online Philosophy course for Business students, this was conducted indirectly, through interviews with management and through a questionnaire proposed for business undergraduate students.
Evaluators also need to identify and define problems, constraints and resources. In the case of the mentioned project, as I teach at the university where the course will be offered, problems, constraints and resources (both for students and faculty) were easily identified.
Defining goals and objectives for instruction is one of the key moments in evaluation. For the online Philosophy course, content and learning oObjectives were organized taking into consideration the number of 8 lessons by which the discipline should be divided, and applying the Elaboration Model by Reigeluth.
Now that the material is developed, in Flash form, one-to-one evaluations will be performed, followed by a large number of evaluations to be performed at a distance. This, mixed with the feedback by an expert (who works as the tutor for the course) will help to review the course, for offering next semester.