Abstract
Assessment of an educational program/course, based on quantitative data, is attempted in this study, by using the final deliverables of the trainees and assess them according to a predefined set of items connected to the desired Learning Outcomes and a predefined scale for each item. The statistical analysis of the items’ grades, first using factor analysis and then using an Item Response Theory model, gives an indication of the Learning Outcomes’ degree of achievement and consequently guides the training designers to modify training strategies for a potential next cycle of the training program/course. For this study, a teacher training course on flipped classroom methodology, has been used and the above concept was tested. Our analysis using Item Response Theory, revealed the Learning Outcomes partially or not at all achieved showing very good agreement with trainers’ intuitive observations. For the future, the use of such a quantitative assessment could involve Structural Equation Modelling (SEM) tools to assess the relations among learning outcomes, prior knowledge and teaching practices and temporal analysis during training course execution using not only final data but also data from intermediate phases.
Highlights
It is common knowledge, that assessment of a training program is always at the last step of the program, to help the organizers understand what went good and what bad and whether the aims of the training program have been achieved. could be performed in various ways
We attempt to provide a series of methodology steps, to help trainers/teachers analyze the final outcomes of a training program of any kind, by looking into the results of the learning outcomes evaluation of their trainees, using statistical tools/methodologies, i.e. here Exploratory Factor Analysis and Item Response Theory
Muraki in 1992 generalized the Partial Credit Model (PCM) in [5] by relaxing the assumption of equal discrimination parameters among items made by Masters, proposing, that the probability of endorsing the kth category xjk of item j is given by p(xj |θ, aj, δjk )
Summary
That assessment of a training program is always at the last step of the program, to help the organizers understand what went good and what bad and whether the aims of the training program have been achieved. could be performed in various ways. The trainers assess the achievement of the set educational outcomes for the trainees e.g. through exams or final projects etc. It is on the trainers/teachers hand to intuitively combine the different aspects of training program assessment and using their experience to try to figure out what went good and needs to be retained and what wrong and needs to be payed attention during cycle. We attempt to provide a series of methodology steps, to help trainers/teachers analyze the final outcomes of a training program of any kind, by looking into the results of the learning outcomes evaluation of their trainees, using statistical tools/methodologies, i.e. here Exploratory Factor Analysis and Item Response Theory. The training program under analysis in this study, was a teacher training program on the flipped classroom teaching methodology, held by blended learning methodology over different western Greece’s cities
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