Student Evaluation Plan Analysis

Evaluation Plan When designing the program's documentation, goals and implementation, being able to conduct a future evaluation of the program was the goal. The assessment was a systematic, continuous method to assess the quality, efficiency, and effectiveness of a program, process, or product as stated in TP 350-70-7 (2013). The researcher supported the learning institution by designing and implementing a curriculum design to support the specific needs of the audiences. The task of conducting the evaluation plan was accomplished by using a systematic examination process used to gather data to determine the credible or quality of the curriculum. Ainsworth (2010) stated, to realize the full potential for improving student achievement,

The intended stakeholders to learn about the findings were; primarily directors, branch chiefs, and facilitators, affiliated with the Cyber Leader College for they are the ones that need to understand the necessity of enhancing the curriculum. Stakeholders such as security leaders, policymakers, technology practitioners and other experts on education and training that wanted to adopt the curriculum into their learning institution or who just need to know what was developed are also targeted to attend. The setting consisted of a roundtable briefing with media capabilities used to deliver a PowerPoint presentation. Each attendee received a spiral handbook with a commentary report in the form of an Executive Summary that included evidence that supported the findings for the development of the curriculum, such as critiques, focus group, interviews results, and other evidence that was relevant to the creation of a new product. Once the collected data, comments and recommendations were vetted with stakeholders, the findings of the evaluation were used to adjust the program as necessary to ensure that the problem and learning outcomes of what the curriculum was set out to address were accurate and programmed

In doing so, resilience in learning instructions and technology methods must be taught to learners, and an intervention program had to be designed in this organization to facilitate interest as the cybersecurity field continued to grow. The belief was that academia needed to apply new ways of thinking, new understanding, and new strategies to our nation's response to cyber-attacks according to (Kessler, 2012). Reason being, cybersecurity is about process rather than technology, is not a monolithic area of study, it is a complex topic. Therefore, the answer to cyber-related security challenges in the past was not exclusively about technical resolutions but should have involved a myriad of associated subjects such as science (political and social), national defense strategies, economics, engineering, mathematics, and diplomacy to name a few. Common expectation and reasoning behind STEM and cybersecurity education are that this nation was dependent upon a science and engineering labor force to sustain global economic competitiveness and deter threats to national