Thursday, February 27, 2014

Instructional Efficiency and Effectiveness

Assessment and instruction are being integrated within Galileo K-12 Online. One of the important benefits of this integration is the support it provides for the continuous evaluation and improvement of instructional efficiency and effectiveness. In Galileo, instructional efficiency and effectiveness are both measured in terms of expected progress associated with a given amount of instruction.

Instruction is efficient when the amount of instruction required to achieve or exceed expected progress is small. Instruction is effective when expected progress is met or exceeded even if a large amount of instruction is required. For example, suppose that following initial instruction expected progress is significantly exceeded. Under these conditions, instruction would be labelled as both efficient and effective. By contrast, suppose that initial progress was significantly less than anticipated. However, following a reteaching intervention, overall progress expectations were achieved. In this case, instruction would be labelled inefficient, but nonetheless effective.  

In some instances, progress may not occur because of a mismatch between curriculum and student achievement. For example, students may not make progress because they already possess the skills targeted for instruction before instruction begins. Under these circumstances, instruction is neither efficient nor effective. 

The distinction between efficiency and effectiveness is beneficial because it provides information that can inform the allocation of instructional resources required to meet progress expectations. The continuing analysis of efficiency and effectiveness can be used to support continuous curricular change designed to increase both efficiency and effectiveness.

Technology enhancements currently under development within Galileo are being designed to provide educators with continuous efficiency and effectiveness data in support of enhanced student learning.  

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