INSTRUCTIONAL EVALUATION FOR CONSUMER GOVERNMENT
Again, this blog proceeds with its promotion of a consumer government approach to civics education. To date, this blog has addressed various concerns with such a change including commentary on the needs for the approach, needs of the subject matter, curricular goals and objectives, related teaching strategies, etc.
Interested readers who have not followed the proceeding postings, but wish to read them, are directed to the first one, “A Practical Turn” (March 19, 2024). It can be found through the citation here[1] or, along with subsequent postings, the archive feature of the blog. By reviewing them, readers can consider a multi-faceted rationale for this proposal.
This posting addresses instructional evaluation. Evaluation at the instructional level can utilize a variety of techniques. On a summative basis, evaluation should be criterion reference based. Competencies on the following concerns need to be spelled out:
Cognitive – knowledge (recall) of basic facts and procedures, application of inquiry skills (modeled after scientific method and other reputable research methodologies), logical deduction skills, and appropriate communication skills. And …
Affective – non-graded attitudes that relate to dispositions regarding citizen participation regarding governing issues.
A pre-test, that can use a multiple choice or open-ended format, need to be administered to determine:
Pre-requisite knowledge and skills attained (e.g., sixth grade reading and mathematics level proficiencies),
Knowledge of subject matter that instruction will address, and
Relevant value orientations students hold prior to instruction.
As with most courses of study, there would most likely be a final written examination. That test will provide evidence as to the success of instruction by comparing results with pre-test to identify measured change. By comparing results between pre- and post-testing, specific areas of deficiencies can be detected by conducting an item analysis.
On a formative basis, individual units could provide unit tests and quizzes, formulated from lesson objectives, and on student-project work products. Again, course objectives should guide these reviews. Informally, teachers can rely on classroom participation and on one-on-one discussions with students to acquire feedback information.
With those concerns reviewed, there remains only one topic this blogger wishes to address, that is, evaluation of this proposed course of study itself. The next posting will mark the end of this proposal by looking at curriculum evaluation, asking how one can determine how effective can a course on consumer government, as outlined in this blog, be.
[1] URL: https://gravitascivics.blogspot.com/2024_03_17_archive.html.
