Solution Evalution Using LTEM

Recently, I have been curious about how teachers can push beyond students’ existing beliefs to open their minds to new ideas. After conducting some research, I complied some relevant information related to this topic and brainstormed possible solutions to this conflict. One way that we can solve this problem is for teachers to be provided with proper tools and strategies to better handle difficult conversations that are had in class. This can be done through simulation-based learning, where teachers will be given opportunities to practice resolving conflict in scenarios that replicate real-life. 

After expanding on this idea, I learned about different evaluation models that help determine if a system is working well and providing growth and change. Of the models I explored, the one that stuck out to me was the Learning Transfer Evaluation Model (LTEM) by Thalheimer (2018). This model breaks down the evaluation process into 8 key levels: attendance, activity, learner perceptions, knowledge, decision making competence, task, transfer, and effects of transfer. I used my solution and evaluated it using this method. This method was effective for my strategy because I was able to categorize the different steps teachers and students would need to take in order to implement my program idea.

To see my evaluation, see below.

"Evalutation LTEM" by Emily Vailliencourt

As I was working through this evaluation, I kept in mind that I had goals for both teachers and students. I used these goals to help evaluate the strategy at each of the levels. With this evaluation method, the higher the level achieved, the higher the effectiveness the program has.

References:

Thalheimer, W. (2018). The learning-transfer evaluation model: Sending messages to enable learning effectiveness.