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Model Description and Design Approach

In: Philosophy and Psychology

Submitted By statsgrad
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This participant-oriented evaluation aims to discover and understand the lived grading practices of mathematics faculty teaching first-quarter calculus by placing the evaluator in the role of learner and the stakeholders in the role of participants helping the evaluator understand their lived experiences, realities, and views in its natural environment. Previous studies on the grading practices of tenured and tenured-track physics education faculties conducted by Henderson et. al (2004) and later extended to include chemistry education and earth sciences education faculties by Petcovic et. al (2012) found significant discrepancies between instructors’ stated values and actual grading practices on QFR student solutions in these courses. Both studies used inputs from faculty who had taught calculus-based introductory physics or chemistry within the last five years of their study. For this evaluation, the participants are primary stakeholders of varying ranks at state- and private universities and community colleges who have instructed first-quarter calculus within the last five years.
The participant-oriented evaluation model assumes that if those persons instrumental in creating program objectives and modifications seek feedback on program quality and performance, they will use those outcomes to ensure the program’s success through better work and addressing important issues. Naturalist evaluation, put forth by Guba and Lincoln’s (1985, cite in Fitzpatrick et. al, 2011), focuses on understanding the multiple realities of stakeholders and participants by studying program activities in situ. The basis for selecting this model and approach was based on Williams (2002) reference to decades of literature recommending approaches to theory and practices of evaluation in education focus on the lived experiences, values, and interest of stakeholders and participants.…...

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