Interview Questions

  • What should the purpose(s) of a program evaluation of this IDT program be? Explain the choice of focus. What might be some of the corresponding evaluation questions?
  • Based on that, what would be the most effective data collection design, sampling strategy, sources, and methods?
  • Who do they consider to be the stakeholders in this program evaluation, and what would their interests be?

 

Here are my answers?

What should the purpose(s) of a program evaluation of this IDT program be? Explain the choice of focus. What might be some of the corresponding evaluation questions?

Purpose: To determine if this Instructional Design Program is delivering acceptable Master’s degree level instruction?

Possible Questions:

  1. What are the general goals of the program?
  2. What are the specific course goals of the program?
  3. What underlying educational theories were used to design the program?
  4. How does the program assess student learning?
  5. What evidence is there showing that the goals of the program are or are not being met?
  6. What evidence is there to show that the program is or is not being implemented as intended?

What would be the most effective data collection design, sampling strategy, sources, and methods?

  1. Records and documents—student records, syllabus documents, course documents (syllabus, outcomes, assessment documents, etc.)
  2. Interviews with teachers in regards to how courses are delivered and assessed.

Who are the stakeholders in this program evaluation, and what would their interests be?

  1. Laureate—the corporate owners of Walden University. Interest is primarily financial.
  2. Teachers: Interests lie in job performance evaluation, course design ideas, professional satisfaction, teaching efficiency.
  3. Students: Interests lie in gaining current knowledge, acquiring skills applicable to their careers, value for money paid, efficiency of the program, reputation of the program.
  4. Head of the Department: Interests lie in department efficiency, profitability, position in the marketplace, instructor quality, program implementation.
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3 thoughts on “Interview Questions

  1. Lisa Wesley’s Responses to Evaluation Interview Questions

    What should the purpose(s) of a program evaluation of this IDT program be?

    Does it prepare students to perform an evaluation using the correct evaluation approaches and does it prepare students to hit the ground running doing evaluations

    Explain the choice of focus. What might be some of the corresponding evaluation questions?

    If the students do not know how to perform an evaluation then they will not be able to transfer the knowledge and skill of performing evaluations to their current jobs.

    This could leave the students not wanting to continue their education and drop out causing retention rates to decrease.

    Do you feel you are able to apply what you have learned to a current project you are working on now or in the future?

    What did you feel was the most important thing you learned in the IDT program?

    What did you feel could have been approved upon in the IDT training program?

    Did you feel your instructor was knowledgably in the program they taught?

    Were key pieces of the program delivered as planned?

    How did the staff deliver the program?

    What problems did they encounter?

    Based on that, what would be the most effective data collection design, sampling strategy, sources, and methods?

    Design page 344, 387, 393, 406 Descriptive Design and Time Series Design

    Purposive Sampling 409

    Sources: evaluations from prior IDT program courses, research documented studies, interviews, and surveys.

    Who do they consider to be the stakeholders in this program evaluation, and what would their interests be?

    My answers: President of the university, the dean of the program, participants in the program, facilitators

  2. Purpose: Students have a career in mind when they invest thousands of dollars towards a degree. The evaluation should determine if the Instructional Design & Technology Program at Walden University is effectively preparing students for a career in Instructional Design.

    Possible Questions:
    1. What are the program goals?
    2. What are the specific course objectives?
    3. Are the objectives aligned with the responsibilities associated with an Instructional Designer as marketed by current employers?
    4. Are the activities in the courses providing an opportunity to show mastery on skills that are necessary for an Instructional Designer?
    5. Are the facilitators in the courses have experience as instructional designers?
    6. What improvements could be made to the program?
    7. Are rubrics used to distinguish the level of mastery a student has shown on course objectives?
    8. How is the program demonstrating that students are meeting the program and course objectives?
    9. Are students able to obtain a career in instructional design after completing the program?

    What would be the most effective data collection design, sampling strategy, sources, and methods?
    1. Records (Completion Rates, Job Placement Rates, Course Syllabus, Curriculum Maps, Program Goals and Course Objectives and Alignments, Portfolio of Student Artifacts.)
    2. Interviews with Dean or Department Chair on their expectations for the program and any information they can share related to performance.
    3. Interviews with Facilitators on course delivery and assessment activities.
    4. Interviews with Students on feelings towards the program and how it is preparing them for a career.

    Stakeholders:
    Laureate: (Financially benefit from the success of the program)
    Walden University: (Financially benefits from the success of the program and makes them look good for Laureate)
    Facilitators: Job Performance and Program Improvement. Facilitators seem to desire change when they don’t have as much control in the design of a course. Receiving feedback about how the program could improve could improve their work/life balance. Also, if they’re doing well in facilitating the course it could lead to promotion or a raise.
    Students: Career-Focused. Want to see the money they’ve spent provide value in helping them obtain a job. If the program is good, they will benefit from it.
    Department Chair: Probably has had a large role in the design and structure of the program. Seeing it succeed is a reflection of themselves.

  3. What should the purpose(s) of a program evaluation of this IDT program be?
    To determine the level of competency and capability of students completing the evaluation course. In addition, the evaluation should be used determine if there are any issues that may have hindered student engagement or learning from either the professor, the course design or materials.

    Explain the choice of focus. What might be some of the corresponding evaluation questions?
    This focus is two-fold in that it should determine whether students learned and can apply the learning as well as their engagement level and perceptions of the effectiveness of the course.

    Possible Questions:
    What skills are needed to be successful in implementing evaluations outside of the classroom?
    Are the objectives of the course aligned with the necessary skills to be successful at an evaluator?
    Have the students learned the necessary skills?
    To what degree have the students learned the necessary skills?
    Are the students able to apply those skills and describe their rationale?
    Did the program align with student expectations?
    Did the professor foster a high level of engagement and interaction?
    Did the professor give each student comprehensive feedback?
    Would the students recommend this course to others?
    Do the students feel prepared to successfully utilize the skills they learned in this course back on the job?

    Based on that, what would be the most effective data collection design, sampling strategy, sources, and methods?
    Records and Documents: Assignments and student work products, implementation of feedback from the instructor, papers from the student, and grades
    Observations: demonstration of understanding in interactions with other students
    Surveys: Feedback from students about their level of engagement, learning, and perceived readiness

    Who do they consider to be the stakeholders in this program evaluation, and what would their interests be?

    Students – Ensuring that their educational investment is highly regarded outside of the university. That the reputation of the University is in good standing. That they learn the appropriate content to improve their capabilities, that their degree means something.

    Professors – To provide a top-notch education with the appropriate support in a highly regarded institution of learning and that they are regarded highly effective as professors within this program.

    Dean – Students are successful learners, the course design is effective, the drop-out rate for the course diminishes and enrollment goes up, that the students who graduate are highly regarded in their fields, that the reputation of the department and University are held in high regard.

    Walden University – That they continue to attract students, that the drop-out rate diminishes, that more students enroll, the reputation of the University continues to be seen more favorably, that the graduation rate climbs.

    Laureate Education – That the University is profitable and the school’s reputation increases positively.

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