EVALUATION PLAN

The Professional Development Evaluation (PDE) will be performed by instructors who will be supported by QS Intelligence unit. QS Intelligence unit (QSIU) is an organization that has been built over 20 years of institutional data with a research portfolio that integrates the QS Worlds University Ranking since 2004. Its team, with more than 20 members, is highly skilled. In the higher education sector, QSIU strives as an organization focused on the arduous practice of key values as integrity and sympathy and it is known as an autonomous source of global intelligence that provides higher education with evaluation processes. http://www.iu.qs.com/about/meet-the-team/ The Professional Development Evaluation Plan (PDEP) will consist as it follows: 1. The definition of evaluation actors. 2. The definition of what and how to evaluate. 3. The evaluation boundaries definition. 4. The description of strategies to be used for collecting data. 5. What measures or indicators will be used in the PDE. 6. The collection and analysis of data to answer causal questions about what has produced the expected outcomes. 7. The revision of outcomes impact that have been observed. 8. The definition of the reporting formats type that will be appropriated for the intended users, identification and classification. Definition of evaluation actors This (PDEP) is intended to be evaluated by instructors and QSIU agents. Instructors are the personnel who will conduct the development of PDEP. QSIU agents will be the members of QS Intelligence Unit who are specialists in the process of evaluation. Definition of what and how to evaluate Outcomes are hands on products, technology processes evidences like screen shots, presentations, posts, videos, podcasts, etc. Outcomes will be evaluated in two ways, one from the summative perspective since each outcome will constitute an out coming learning element for the portfolio. The second aspect to be evaluated is in regard to the performance perspective since each of the outcomes will be account of the living processes intended to make stakeholders to learn and help ELLs to succeed in the learning processes. Rubrics play an important role to evaluate each of the outcomes; consequently, this PDEP integrates a rubric per each of the outcomes. The evaluation boundaries definition This PDEP mainly integrates outcomes and out coming learning products as primordial in the process of evaluation. It is not deniable that there exist other elements that can be taken as part of the evaluation process; however, this PDEP will only take outcomes as out coming learning products for such as purpose. Rubrics will be the evaluating tools to be used for each of the out coming learning products and the outcomes. For creating each rubric, the rubric generator software (http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=29) will be used as a technology resource. The description of strategies to be used for collecting data Stakeholders will integrate a portfolio of out coming learning evidences (POLEs) including a checklist with the name and date of each product. Throughout the instruction, stakeholders will visualize the fulfillment of each out coming learning product. Instructors will evaluate in every moment the use of technology by using the technology use rubric. What measures or indicators will be used in the PDEP Indicators: Portfolio In some parts of the world, there have been requests to substitute summative assessment with formative assessment. Under this vision, the student-teacher and instructor keep centered on learning measured in contrast to professional teaching standards rather than accountability. They remark growth and progress rather than final judgment. Instead of student teachers expect to get a “pass” for practicum (or work situation for other disciplines), they expect to leave with a profile or portfolio of out coming learning products that give account of their abilities (Dowson, M., Van Etten, S. and McInerney, D. M., (2007). The present project integrates a large variety of out coming learning evidences that will give account of the lived learning processes stakeholders experience throughout the activities, at the same time, these evidences will be integrated in a portfolio. Checklist A checklist is an instrument that can provide stakeholder students an easy visualization and identification of their advances and missed activities. A checklist constitutes an auto evaluation tool that can help stakeholder teachers a monitoring instrument that can support them to visualize their progress; also, it constitutes a summative evaluation tool to provide evidences of lived learning processes. Following is an example of the checklist. Out coming learning products Out coming learning products are evidences that demonstrate stakeholders students lived and the processes they experienced as part of Negotiation of Meanings. The out coming learning products will be graded using the correspondent rubric which includes the criteria for doing so. Measures As every out coming learning will be graded individually, the PDEP will be generally accomplished with the portfolio evaluation. The portfolio evaluation will integrate the standards mentioned by Tucker, P. D., Stronge, J. H. and Gareis, C. R. (2002) Standard 1: The stakeholder student “…demonstrates current and accurate knowledge of subject matter covered in the curriculum.” (p. 25) Standard 2: The stakeholder student “…plans instruction to achieve desired student learning objectives that reflect current district curriculum:” (p. 27) Standard 3: The stake holder student “… uses materials and resourced compatible with students’ needs and abilities that support the current district curriculum.” (p. 29) Standard 4: The stakeholder student “…uses a variety of instructional strategies that promote student learning.” (p. 31) Standard 5: The stakeholder student “… communicated effectively with students and models standard English.” (p. 33) Standard 6: The stakeholder student “… provides learning opportunities for individual differences.” (p. 34)