EDDD 8023 Course Project
Program Planning and Assessment Proposal
Overview, Introduction, and Guidelines
For your course project you will develop a Program Planning and Assessment Proposal
that consists of five sections. You will address each section as an Assignment within the
course modules. In each Module, you are expected to submit your assignments for
each section of the program planning proposal so you can receive formative feedback
and input from your Instructor. The final (summative) project includes all five sections
and is due in Week 10, Module 5.
Please note that this document includes the entire set of instructions for your Program
Planning and Assessment Proposal. You are encouraged to read these instructions at
the very beginning of your course to get a general idea of what will be required of you.
However, keep in mind that within each Module’s assignment section in your online
course, you will see portions of these instructions again as guidance to complete
specific sections of your Program Planning and Assessment Proposal.
Program Planning and Assessment Proposal: Overview & Introduction
Program planning, implementation, and evaluation are skills required of educational
leaders. The term “program planning proposal” is all-encompassing; whether you plan
an instructional module for college students, higher education curriculum, or a
professional development program for an organization. The basic phases of program
planning include the following:
1)
2)
3)
4)
5)
Needs assessment
Program outcomes & learning objectives
Transfer of learning
Program structure
Program evaluation
In this course, you will practice the skill of program planning and development as you
create a program proposal that identifies and addresses an area of concern in your
personal educational environment. You will refine and hone your skills as you receive
formative feedback from your colleagues and course Instructor related to your Program
Planning Proposal. You will address each of the five sections of your Program Planning
Proposal as an application assignment within the course modules.
The final (summative) project includes all sections and is due in Week 10 of Module 5.
In addition to the required sections, include an introduction to the proposal (1–2
paragraphs) that will set the purpose for your paper and a conclusion (2–3 paragraphs)
that summarizes your experience with this project. It is important to note that this project
is a proposal/plan, and does not involve the actual collection of data.
© 2016 Laureate Education, Inc.
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NOTE: The contents of your paper should be substantiated by the literature, utilizing
reference citations and providing a reference list at the end of the paper. Please refer to
the APA manual (6th ed.) for appropriate guidelines to support scholarly discourse.
This Program Planning and Assessment Proposal assignment meets the following
Walden University Higher Education and Adult Learning Outcomes:
1.1 The Walden graduate will demonstrate knowledge of the current literature
and trends in higher education and/or adult learning.
1.2 The Walden graduate will demonstrate the reflective teaching and learning
skills needed by a professional in higher education and/or adult learning.
This Program Planning and Assessment Proposal assignment meets two course
objectives:
•
•
Review foundational theory and research in the literature to identify concepts and
practices that align with a learning environment’s mission.
Experiment with the five stages of program development by designing a program
proposal.
You will complete the following steps:
1) Design (do not conduct) formal and informal needs assessment instruments
that will identify a need, weakness, or gap in your personal educational
environment. One of the needs assessment instruments will require numbers (a
rating scale or analysis of anecdotal test scores). You will practice designing a
needs assessment by producing two informal and one formal document for
gathering data.
2) Establish the program outcomes and learning objectives required to meet the
outcomes.
3) Review, analyze, select, and justify strategies and techniques to confirm that
the program planning proposal can result in transfer of the learning from the
instructional environment to a real-life or authentic situation.
4) Prescribe a structure or treatment (supported by the literature) that will promote
or foster achievement towards the goal or desired outcome.
5) Anticipate how to evaluate the program to determine its effectiveness and future
direction. This stage is both a conclusion and a stimulus for a new program
proposal. As a conclusion, you will determine best practices to gather, analyze,
and report data about the program proposal to stakeholders. The evaluation
should include several (one informal and two formal) methods. As a stimulus for
a new program proposal, you will be using this phase as an indicator of needs to
determine the next direction for action.
© 2016 Laureate Education, Inc.
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Program Planning and Assessment Proposal - Guidelines
Use the APA template from the Walden Writing Center to guide your writing and
presentation for this project. The template accessed by this link is a general APA paper
template and is not specific to this project. The link to this template is as follows:
http://writingcenter.waldenu.edu/57.htm
General instructions:
•
•
•
Review all the documents related to the assignments (instructions/overview,
course readings, and rubric).
Each section of your proposal will be submitted for feedback during the Module
when it is assigned. You can use the feedback to revise your proposal before it is
submitted for a final grade in Week 10 of Module 5.
Write a report that includes the five sections, including Appendices. You can use
the Program Planning Proposal outline as a template.
o Introduction
▪ Section 1: Social & Organizational Context of your Learning
Environment
▪ Section 2: Needs Assessment Plan
▪ Section 3: Program Outcomes and Learning Objectives
▪ Section 4: Program Design Structure
▪ Section 5: Program Evaluation
o Conclusion
▪ Appendix A: Annotated Bibliography
▪ Appendix B: Needs Assessment Examples
▪ Appendix C: Evaluation Instruments
NOTE: The contents of your paper should be substantiated by the literature, utilizing
reference citations and providing a reference list at the end of the paper. Please refer to
the APA manual (6th ed.) for appropriate guidelines to support scholarly discourse.
© 2016 Laureate Education, Inc.
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Program Planning and Assessment Proposal Template
Refer to Course Assignments for additional information.
Introduction: Set the purpose for your paper by providing an overview of what you
hope to do. (1–2 paragraphs)
Section 1: Social & Organizational Context of your Learning Environment (1–2
pages)
• Describe the learning/work environment.
• Identify the major stakeholders.
• Identify the immediate issue(s), concerns, gaps, or trends that need to be
addressed.
• Analyze the contextual factors influencing the situation.
• Synthesize the strengths and challenges within the organizational
environment.
• Describe how your program proposal aligns with your organization’s mission.
Section 2: Needs Assessment Plan (2–3 pages in addition to the assessment
examples to be placed in Appendix B)
Select two informal and one formal method or strategy for gathering data (needs/ideas).
At least one method should use quantitative measures that require the input of numbers
or a graduated scale.
This approach to gathering data from several perspectives in the field will strengthen
your findings. Examples of approaches might include the following: A formal survey, a
formal interview, a formal observation, formal anecdotal evidence such as test records,
informal conversations, informal interview, checklists, etc.
Remember that you will NOT conduct the needs assessment; this is only a proposal or
plan.
•
Design three documents to gather data or evidence of needs. Each document
must include all of the following:
o Provide the name of the document (e.g., Likert Survey, Semantic
Differential Scale, Checklist, etc.)
o Explain the type of instrument or activity (e.g., formal or informal)
o Provide key purpose for the assessment instrument or activity. For
example, identify the top three concerns of stakeholders or describe the
concepts measured by the needs assessment instrument.
o Explain processes to be used for assessment of reliability and validity of
the instrument(s) (test-retest reliability, internal consistency, validity, etc.)
o List guiding questions of the instrument or activity (Include a minimum of
five and maximum of ten questions.)
o Describe the process of how the instrument or activity will be
disseminated, collected, and where the raw data will be maintained (e.g.,
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Online Survey Monkey, handout, email, maintained in a confidential folder
on your personal computer, etc.)
o Explain how the data will be analyzed (e.g., descriptive statistics
(frequency, mode, median, mean, etc.) or explain the data to measure
each variable in the study.
o Explain how the findings will be reported, (e.g., handout at staff meeting,
email, conversations, etc.)
Section 3: Program Outcomes and Learning Objectives (2–3 pages)
Identify the desired knowledge, skills, and attitudes to be accomplished. To do this:
•
•
•
Design three desired program outcomes based on needs assessment data.
Select one of the three program outcomes (one that is aligned with the
institutional/organizational professional development goals)
Formulate 2–3 learning objectives that scaffold learning towards the outcome.
Section 4: Program Design Structure (2–3 pages)
Create a specific action plan that aligns with your program design and addresses your
objectives and outcomes. Your action plan will:
•
•
•
•
Define the purpose of the program in a way to justify the structure
Describe program format (individual, small-group, large group, distance learning,
community)
Explain program timeframe (specific dates or length of time)
Justify resources needed (people, fiscal, space)
Section 5: Program Evaluation Plan (2–3 pages-in addition to the evaluation
instruments to be placed in Appendix C.)
The Program Evaluation Plan section evaluates the extent to which the program is
meeting the predetermined program outcomes and objectives. The introduction includes
the following:
•
•
o A brief synopsis of the program proposal being evaluated
o Questions guiding the evaluation
Select one informal and two formal methods or strategies for program evaluation
data. At least two of the documents should use quantitative measures; requires the
input of numbers or a graduated scale. Examples of approaches might include the
following: formal survey or checklist, formal interview, formal observation, formal
anecdotal evidence such as test records, informal conversations, informal tally of
comments, informal interviews, Question & Answer activity, et cetera.
Design three documents to gather program evaluation data. Each document must
include the following:
© 2016 Laureate Education, Inc.
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o Provide the name of the document (e.g., Likert Survey, Semantic
Differential Scale, Checklist, Questionnaires, etc.)
o Explain the type of instrument or activity (e.g., formal or informal)
o Provide key purpose for the assessment instrument or activity (e.g.,
identify the top three concerns of stakeholders)
o List guiding questions of the instrument or activity [Include a minimum of
five and maximum of ten questions]
o Describe how the instrument or activity will be implemented (e.g., Online
Survey Monkey, handout, email, etc.)
o Illustrate how the data will be analyzed (e.g., descriptive statistics
(frequency, mode, median, mean) or reporting of numbers in a graph, etc.)
o Articulate how the findings will be reported (e.g., handout at staff meeting,
email, etc.)
Conclusion: Summarize what you learned about the planning process and reflect upon
what you would do differently next time you develop a program plan to implement. (2–3
paragraphs)
Appendix A: Annotated Bibliography
Appendix B: Needs Assessment Examples
Appendix C: Evaluation Instruments
© 2016 Laureate Education, Inc.
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Running head: NEEDS ASSESSMENT PLAN
Instructor Feedback
A good base to work from. I’m kind of confused about exactly what needs you are trying to
assess or really for what purpose. Are you trying to assess needs that will help you improve
services or instruction? For the final project this really needs to be clarified. Also, for the final
project, please include a more developed assessment instrument. See my margin comments
below and let me know if you have questions or want to discuss.
Tina
Needs Assessment Plan
Module 2 week 4
September 24, 2018
1
NEEDS ASSESSMENT PLAN
2
Semantic Differential Scale
A semantic differential scale is a formal rating scale that is used in measuring the
connotative meanings of events, objects, concepts, and an idea. In most cases, they are all about
getting the attitudes (Lewis, 2015). The instrument is used in the measurement of attitudes due to
the versatility of items used and helps in developing a classification system for data users.
Processes used in the assessment of reliability and validity are test-retest reliability while at the
same time using internal consistency. Internal consistency ensures that perceptions and attitudes
are not affected pre-measurement. Questions to include will be: What to capture in the scale,
what needs to be assessed, what is the effectiveness of the method? What can be improved? And
lastly, what are the implications of the measurements on the individuals.
Maintaining and collection of raw data should be done using emails, handouts and to
ensure that it is safeguarded personal folders will be used. Online Survey Monkey will also come
in handy. Data collected will be analyzed using descriptive statistics like mode, frequency and
mean. This will be to ensure that the spread is captured. The findings of the survey will be
reported and shared using emails, conversations and in some cases physical staff meetings.
Likert Survey scale
The survey will incorporate the use of Likert Survey scale questionnaire to gather
evidence needs. This process is a 5- or 7-point scale that offers a range of answer options (Joshi,
Kale, Chandel, & Pal, 2015). The Likert survey questionnaire involves questions ranging from
one extreme attitude to another. Ideally, the Likert Survey questionnaire is used to measure
personality, attitudes and beliefs, and academic achievement. It is it will also be used to gauge
opinions, perceptions, and behaviors.
NEEDS ASSESSMENT PLAN
3
About validity, the constant comparison among the codes that emerge within the analysis
will be used. Reliability will be measured using Test-Retest Reliability. This will involve
measuring a construct and assume they are consistent (Joshi, Kale, Chandel, & Pal, 2015). The
scores from the Likert questionnaire will be tested whether they have been consistent across time
against the set construct. Examples of questions that the Likert questionnaire will use are: How
likely would you recommend this college to your friends? Please rate your satisfaction with the
services offered by Music Institute? How do you about each item in college about its importance
to you? The guiding questions will include; what to capture in the scale, what needs to be
assessed, what is the effectiveness of the method, what can be improved and lastly, what are the
implications of the measurements on the individuals
The Linker survey question will be distributed to the survey participants by directly email
them the form with the question. The participants will be expected to submit the filled from
within the stipulated time. The collected data will be analyzed using descriptive statistics like
mode, frequency and mean. This will be to ensure that the spread is captured. The score results
from Likert survey questionnaire will be reported and shared by the use of emails, conversations
and in some cases physical staff meetings.
Interviews
Interviews are modalities by which questions are asked, and answers are given for the
problems (Sekaran & Bougie, 2016). Interviews are formal instruments of data collection which
are a helping to help offer clarity on issues. The principal purpose of the interview will be to get
straightforward and clear explanations or get information regarding an issue. The validity will be
used for assessment and reliability for consistency of data collected; this is two will be achieved
NEEDS ASSESSMENT PLAN
4
by doing due diligence. Questions will include; what to capture in the interview? What pitfalls to
avoid in interviewing? What reasons advise certain perceptions or attitudes? What needs to be
reassessed or improved? How to prevent biases? The last question to consider should be; what
are the pros and cons of using data from interviews?
Maintaining and collection of raw data should be done using emails, handouts and to
ensure that it is safeguarded personal folders will be used. Online Survey Monkey will also come
in handy. Data collected will be analyzed using descriptive statistics like mode, frequency and
mean. This will be to ensure that the spread is captured. The findings of the survey will be
reported and shared using emails, conversations and in some cases physical staff meetings.
5
NEEDS ASSESSMENT PLAN
References
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained.
British Journal of Applied Science & Technology, 7(4), 396.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches.
Health promotion practice, 16(4), 473-475.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach.
John Wiley & Sons.
Running head: PROGRAM OUTCOMES AND LEARNING OBJECTIVES
Instructor Feedback
I like where you are going with this. I need you to step back and think about your program
outcome. Program outcomes are not a series of skills, but the reason for creating the program in
the first place. It seems to me that you are developing advanced musicians. This should be
reflected in your program outcome. It’s the overarching idea for the program. The ones you
listed as outcomes are really learning objectives for a variety of courses that will help students
acquire these skills. Do you see the difference? Let’s discuss if you have questions.
Tina
Program Outcomes and Learning Objectives
Module 3 Week 6
October 9, 2018
1
PROGRAM OUTCOMES AND LEARNING OBJECTIVES
2
Desired Program Outcomes Based On Needs Assessment Data
Among the desired outcomes of the Master of Music in Performance Studies is the ability
to research music in a developed manner. It is the desired outcome of this program to enable the
learners to have the skills to effectively study music and get the truth on the development of
music and other capabilities in the art industry. It is an outcome that is expected at the very end
of the program. Second, one is supposed to be able to develop their music using different
instruments. It is the expected outcome that the students will be able to create their music after
going through the specific course.
The idea of developing one’s own music and tunes are one that many students want and it
is a set outcome that after the program students should be able to build their songs and music
using a set of instruments. Lastly, there is the expectation that the students will be able to
understand the foundation of music and how the most iconic music is formed. Getting to
understand tunes and music, in general, is more than just listening and enjoying music. It is the
intended outcome of the program to help different individuals understand various factors.
The Main Program Outcomes
PROGRAM OUTCOMES AND LEARNING OBJECTIVES
3
The primary program outcome that I chose to stick with is that of enabling the learners to
make their music. Through the use of several instruments, it is the intended outcome that there
will be able to construct their music and tunes through the use of various musical instruments
that can help increase the music production. This outcome needs to be guided by several learning
objectives that can be spread across several semesters. With the correct implementation of the
learning objectives, the final result of helping students develop their music will be archived
effectively (Caffarella & Daffron, 2013).
Learning Objectives
The first learning objective is learning how to play the guitar and the drums. These two
are among the most commonly used instruments, and they are used in most music creation. It is
the learning objective to enable the different students to learn how to play these instruments
individually. They should be able to play these instruments to any tune that they are required to
and hence create a musical theme through the use of the guitar and the drum set that are provided
by the school.
The second learning objective is to be able to play all these instruments as a group and in
harmony. Music is created through the use of several tools among them the guitar, the drum set,
and the keyboard. To know how to create music for themselves, the students should learn how to
play these instruments among other people (Catalog, 2018). They should be able to play these
instruments individually and also along the other people in a band. Knowing how to go along in
a group helps one to develop their music creation capabilities in the long term.
Lastly, it is the learning objective for the students to understand how to combine good
melodies created with the different instruments with words and tones to create the actual music.
PROGRAM OUTCOMES AND LEARNING OBJECTIVES
4
Music must always give a message, and this is delivered through the words and the sound of a
song. The learning objective, in this case, is to help the various people understand the best way to
combine melodies created by instruments with the actual words for the singing. By achieving
these three learning objectives, one can accomplish the program outcome which is to enable the
learns to create their music as they feel it is necessary.
References
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical
guide (3rd ed).San Francisco, CA: Jossey-Bass.
MI Catalog, 2018. Master of Music in Performance Studies.
Running header: PROGRAM DESIGN STRUCTURE
Instructor Feedback
Please see my margin comments. Particularly the last one. You need to think a bit further when
looking at resources your program will need. There are so many components that many times we
only see the obvious which is space, instruments, sheet music, supplies…When you think past
that you’ll see there are so many more resources that are really needed in order to develop and
maintain an effective program. Let me know if you want to discuss.
Tina
Program Design Structure
Program Planning and Assessment
Module 4, Week 8 Assignment
October 15, 2018
PROGRAM DESIGN STRUCTURE
2
Purpose of the program in a way to justify the structure
The main purpose of this program aligns with its main outcome and objectives which
seek to develop advanced musicians in the various field of interest such as music artist, music
producers and engineers, song composers and writers, music manager, guitar building and so
forth. Therefore the institution has developed the structure of the program in such way that they
are in a position to help develop the student’s natural talent and creative skills by equipping them
with the tool which aid in their career development as professional in the music industry and
musicians.
Swaminathan and Schellenberg (2018) assert that for an individual to be competent
musically they must engage in musical training and have cognitive abilities for the art. As such
in order to develop advanced musicians the music institute has structured the various courses and
their objectives towards equipping their students with necessary skills and attainment of the main
outcome. Therefore the structure of the different programs all work towards attaining the main
outcome of the institutes program which is developing advanced artists.
Program format
Generally the format of the program is individualized and this is achieved through small
manageable classes where the instructors are able give personalized attention to the students.
However although at the end of the day the program seeks to develop each student as music
professional, they are trained in different setting through the various courses to enhance their
skillsets and professionalism.
From an individual basis the student learn different skills such as playing of various
instruments and composing and writing their own music. However in order for the students to
PROGRAM DESIGN STRUCTURE
3
learn the art of harmony in music these students have to work in groups. As the MI Catalog
(2018) asserts students have to learn to make music using various instruments such as the
keyboard, guitar, drum sets and so forth along with other so as to develop their capabilities of
creating music in the long term
Program Timeframe
The institute provides different educational study opportunities such as certificate level,
associate level, Bachelor level and Master’s level degrees. All these levels include different
program of study ranging from the music business, performance/instrument, audio engineering
song writing, composing and so forth.
Therefore in order to ensure that students successfully meet the requirements of the
program, Music Institute offers many different tailored programs depending on the pursuit of the
students and each come with its own timeframe. For example for those students seeking to
undertake the Master of Music graduate program, the timeframe for that program is one years
while for those seeking to pursue a Bachelor of Music Degree must ensure that they complete a
30 semester-units coursework or otherwise complete coursework of 45 quarter-units.
Resources needed (people, fiscal, space)
In order to successfully implement ad achieve these program, various resources are
required including professional instructors, resources and space. These resources are essential for
student learning and practice which is identified as being instrument for the attainment of
program goals. The institute therefore has full production stages for sound and studios which
students use in recording. They also have practice facilities which are always fully equipped 24/7
at the disposal of the students and computer labs that possess the latest standard equipment as
PROGRAM DESIGN STRUCTURE
4
found within the industry. Other facilities at their disposal are concert hall that students have full
access to allowing them to utilize and put to practice their capabilities in audio/video recording
together with studios for performance and recording.
PROGRAM DESIGN STRUCTURE
5
References
MI Catalog, (2018). Master of Music in Performance Studies
Swaminathan, S. & Schellenberg, E.G. (2018). Musical Competence is Predicted by Music
Training, Cognitive Abilities, and Personality. Scientific Reports volume 8, Article
number:
9223
Retrieved
on
October
https://www.nature.com/articles/s41598-018-27571-2
15,
2018
from
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