bullet">Measure student academic performance before and after implementation

Evaluate student engagement and participation

Assess development of digital literacy skills

Identify challenges experienced by teachers and students

3. Evaluation Design:

Type: Mixed-method (quantitative and qualitative)
Participants: Grade 11 ABM students and teachers
Duration: One academic semester

4. Data Collection Methods:

Pre-test and post-test scores (academic performance)
Online platform analytics from Google Classroom (submission rates, participation, activity logs)
Student surveys (engagement, satisfaction)
Teacher interviews and reflections
Classroom observations

5. Indicators of Success:

Improvement in test scores
Increased participation in online and face-to-face activities
Positive student feedback
Evidence of improved digital skills

6. Data Analysis:

Statistical comparison of pre- and post-test results
Thematic analysis of survey and interview responses
Review of engagement data from the learning platform

7. Strengths of the Proposed Evaluation:

Provides comprehensive data through mixed methods
Aligns with real classroom practices
Captures both performance and experience
Supports data-driven decision-making

8. Possible Weaknesses:

Time-consuming and resource-intensive
Requires teacher training in data interpretation
დამოკიდence on reliable internet and technology access
Risk of bias in self-reported data

9. Expected Outcome:

The evaluation will provide insights into the effectiveness of blended learning and guide improvements in instructional strategies, assessment methods, and technology integration in ABM education.

This proposed evaluation emphasizes continuous improvement, practical application, and evidence-based decision-making—key elements in ensuring quality education in the digital age.

Why We Need Educational Evaluation and How to Do It Effectively