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Since participating in the PBA is not a choice, it is important to understand how this program affects student self-esteem. To determine, this factor pre, post and concurrent in-person interviews will be conducted as per the evaluation matrix. This process allows the interviewer to make a personal connection with the student and gain specific examples of how students may have felt in a given situation during the PBA program, such as being pulled from their lunch.

The collection of archival data, as per the evaluation matrix, will be applied to understanding the time spent for a student to complete a module and the average amount of time needed for students to be tutored.  Per the evaluation matrix, tutor progress notes indicate the amount of time students are directly working in the program.  Tutors record students log in and out time, the length of time research demanded and the length of time it took to complete each problem. In addition, tutors keep logs on the amount of time they need to research a given topic.

To gain an understanding of the skills tutors have acquired during the program, as stated in the evaluation matrix, a survey will be conducted during the middle of the year and again at the end of the year. The survey will include open-ended questions for reflection on content they learned, struggles they overcame and changes needed in implementation.

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Example of survey questions for students

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Example of survey questions for students

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Date: ____________________________    Student:  ____________________

Tutor who worked with student: _____________________________________

Interview questions: semi-structured approach to allow for rephrasing of questions and probing

1.  How did you feel when you were told that you did not pass the Keystone and now needed to complete the PBA?

2.  How did you feel about the PBA being over your lunch?

3.  What was the worst part of doing the PBA?  What was the best part?

4.  Did you feel you were prepared and had the resources to pass the PBA?

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Logic model

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Hi Michele,

What methods of data collection will you be using to answer the evaluation questions?

I found the "Rosenberg Self Esteem Scale". This might help you with your question regarding student self esteem.

I have some questions about the program itself. Do teachers volunteer to be part of this program or is it mandatory? No, we hand selected the teachers who would become the tutors in the program .

Do students have the opportunity to eat lunch or is this a working lunch for students? Its a working lunch.

Are there any rules regarding how much time students should be given during the day to eat lunch? This is my second year at this high school and if students request it they can actually have a class scheduled during their lunch.

I also see you said you are still working on questions for your evaluation....

Some ideas for you:

Do students participating in the Project Based Assessment Tutoring project increase their test scores?

Do students participating in the Project Based Assessment Tutoring program show more growth on their second Keystone Assessment than students who take the Keystone Assessment for a second time without participating in the Project Based Assessment Tutoring program?

How much individualized instruction occurs between each student/teacher pair over the course of the program?

Good luck with your Evaluation Project!

Naomi

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Schools across Pennsylvania are implementing different programs to
complete the Project Based Assessment (PBA) as an alternative for those
students who do not pass the Keystone Exams in the areas of Algebra I, Biology,
and Literature (PDE, 2014). The special education department at McCaskey High
School created a program to support students during the PBA.  The
department scheduled three periods a day during lunch for three special
education teachers to work with individual students on the PBA. Bi-weekly
meetings were instituted with each tutor, beginning at the start of the school
year, to evaluate the implementation and progression of the PBA for each
student. One eleventh grade student was chosen by each tutor. As the tutors
become comfortable with the program they will start introducing more students.
Evaluating this program, assists in determining if the implementation of the
PBA through this model, provides the best learning experience for students.
   

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Schools across Pennsylvania are implementing different programs to
complete the Project Based Assessment (PBA) as an alternative for those
students who do not pass the Keystone Exams in the areas of Algebra I, Biology,
and Literature (PDE, 2014). The special education department at McCaskey High
School created a program to support students during the PBA.  The
department scheduled three periods a day during lunch for three special
education teachers to work with individual students on the PBA. Bi-weekly
meetings were instituted with each tutor, beginning at the start of the school
year, to evaluate the implementation and progression of the PBA for each
student. One eleventh grade student was chosen by each tutor. As the tutors
become comfortable with the program they will start introducing more students.
Evaluating this program, assists in determining if the implementation of the
PBA through this model, provides the best learning experience for students.
   

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Project if students who are graduating in 2017 and cant pass the keystones in Lit., Alg. and Science.

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Project if students who are graduating in 2017 and cant pass the keystones in Lit., Alg. and Science.

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Standards Assessments Curriculum Framework Instruction Materials & Resources Safe & Supportive Schools