Thematische Bibliographien / Evaluation in education

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Auswahl der wissenschaftlichen Literatur zum Thema „Evaluation in education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Evaluation in education"

Gonçalves, Francisco, und Ágata Aranha. „Science evaluation methods in physical education courses“. Avaliação: Revista da Avaliação da Educação Superior (Campinas) 16, Nr. 3 (November 2011): 731–44. http://dx.doi.org/10.1590/s1414-40772011000300013.

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The main objective of this study is to verify on what sort of evaluation the eighteen advisors of the physical education and sport's of monographs in Portugal base their judgement when evaluating students. An anonymous and confidential questionnaire was used to verify how their evaluation is processed. Only 38,9% of the advisors explain to their advisees the criteria, parameters, types and objectives of the evaluation that are used in their evaluations. In relation to the formative evaluation, generally, the advisors, in every meeting, take their own conclusions in relation to future classifications, having to do constant feedbacks through a continuous evaluating system. Most of the advisors believe that they would be able to do a much better evaluation if they had more time to spend with their advisees. Finally, 66,7% of the supervisors believe that all the teaching courses should give higher value to the formation in the area of evaluation because it is important to know how to evaluate correctly, so as to be fairer with their students and to learn new evaluation strategies and instruments. The remaining advisors believe that there aren't enough subjects that actually train the future teachers, in their formation, how to evaluate their students.

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Harwell, Michael R., Mary Lee Herrick, Deborah Curtis, Daniel Mundfrom und Karen Gold. „Evaluating Statistics Texts Used in Education“. Journal of Educational and Behavioral Statistics 21, Nr. 1 (März 1996): 3–34. http://dx.doi.org/10.3102/10769986021001003.

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Evaluating texts is an important activity associated with teaching statistics. Surprisingly, the statistical education literature offers little guidance on how these evaluations should be conducted. This lack of guidance may be at least partly responsible for the fact that published evaluations of statistics texts almost invariably employ evaluation criteria that lack any theory-based rationale. This failing is typically compounded by a lack of empirical evidence supporting the usefulness of the criteria. This article describes the construction and piloting of instruments for evaluating statistics texts that are grounded in the statistical education and text evaluation literatures. The study is an initial step in a line of research which we hope will result in the establishment and maintenance of a database of evaluations of statistical texts. Evaluative information of this kind should assist instructors wrestling with text selection decisions and individuals charged with performing evaluations, such as journal reviewers, and should ultimately benefit the direct consumers of these texts—the students.

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Ning, Guirong. „Evaluation Criteria for Quality Education of Physical Education Lessons Based on Logical Analysis“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 21 (15.11.2021): 87. http://dx.doi.org/10.3991/ijet.v16i21.26867.

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To cultivate high-quality talents, it is important to develop a set of scientific and complete evaluation criteria for comprehensive quality. The effective evaluation could promote and guide teaching and learning, and improve the overall quality of students. Considering the features of PE lessons, this paper resorts to multiple methods, e.g., questionnaire survey, Delphi’s method, mathematical statistics, and logical analysis, to establish a system of evaluation criteria for the quality education of PE lessons, the proposed system includes 4 primary indices, 10 secondary indices, and 24 tertiary indices. The weight of each index was determined through analytic hierarchy process (AHP), making the criteria more scientific. Taking the PE major of a college for example, the proposed criteria were investigated empirically. The results show that experts, teachers, and students made consistent evaluations. Thus, the proposed system and evaluation criteria are feasible, and capable of evaluating the overall quality of students objectively and fairly. The research results provide a tool and idea for improving the quality education of PE lessons in China, and promoting the evaluation of students’ overall quality.

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Aydin, Aydan. „Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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Al-Humaidi, Salma. „Teachers' Evaluation of the Omani EFL Basic Education Textbooks“. Journal of Educational and Psychological Studies [JEPS] 8, Nr. 4 (01.12.2014): 605–16. http://dx.doi.org/10.53543/jeps.vol8iss4pp605-616.

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The purpose of this study was two-fold: first, to develop a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second, to involve teachers in the evaluation process. Three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools? (2) To what extent do the textbooks match the evaluative criteria? (3) Does teachers' evaluation of textbooks vary according to gender and experience? An evaluation checklist including 42 criteria in question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions used the checklist to evaluate the grade 10 textbooks of the Basic Education stage. Data analysis showed that the evaluative criteria are reflected to some extent in the textbooks and that there was no statistically significant difference in teachers' evaluations of the textbooks due to gender and experience. It was recommended that EFL textbooks be evaluated and teachers be involved in the evaluation process. In addition, the Colleges of Education should offer a course on textbook evaluation.

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Al-Humaidi, Salma. „Teachers' Evaluation of the Omani EFL Basic Education Textbooks“. Journal of Educational and Psychological Studies [JEPS] 8, Nr. 4 (01.12.2014): 605. http://dx.doi.org/10.24200/jeps.vol8iss4pp605-616.

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Eriksson, Håkan. „Quality Assessment of Medical Research and Education“. International Journal of Technology Assessment in Health Care 8, Nr. 3 (1992): 479–89. http://dx.doi.org/10.1017/s0266462300013763.

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AbstractDifferent aspects of the process of evaluating research and education are discussed, using the discipline of medicine as a model. The focus is primarily on potential problems in the design of an evaluation. The most important aspects of an assessment are: to create confidence in the evaluation among scientists and/or teachers who are being assessed before beginning; to find experts for whom the scientists and/or teachers have professional respect; to choose assessment methods in relation to the focus, level, and objectives of the evaluation; and to make the report of the evaluation's findings short and explicit.

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ANDRONIC, Răzvan-Lucian, und Anca-Olga ANDRONIC. „EVALUATION AND SOCIAL INFLUENCE IN SCHOOL EDUCATION“. SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, Nr. 2 (24.06.2016): 505–8. http://dx.doi.org/10.19062/2247-3173.2016.18.2.2.

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Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore und Dr Pawar Ashok Shankarrao. „Formative Evaluation: Action Plan for Primary Education“. International Journal of Scientific Research 2, Nr. 5 (01.06.2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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Supovitz, Jonathan A., und Brooke Snyder Taylor. „Systemic Education Evaluation“. American Journal of Evaluation 26, Nr. 2 (Juni 2005): 204–30. http://dx.doi.org/10.1177/1098214005276286.

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Dissertationen zum Thema "Evaluation in education"

Hinds, Drew Samuel Wayne. „Evaluating Alternative High Schools| Program Evaluation in Action“. Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

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West, Sarah. „Evaluation of environmental education“. Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5491/.

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Environmental education is a diverse field, carried out by many different types of organisations and individuals in a variety of formal and non-formal settings. In this era of accountability environmental educators are increasingly being asked to demonstrate the success of their projects through evaluation. In this thesis, I explore evaluation practice within environmental education in the UK from the perspectives of practitioners and their participants. I used a mixed-methods approach to discover what practitioners and participants feel are the outcomes of environmental education, comparing them with each other and the limited literature on the topic. Practitioners suggested a wide range of different outcomes, which I categorised into outcomes for the environment, for the individual, the wider community and the institution running the project. A particularly diverse range of outcomes for the individual were suggested by practitioners and their participants. Few studies have examined the evaluation practice of environmental education practitioners, but the literature suggests a lack of a culture of evaluation within the sector. Practitioners in my sample report evaluating their projects more frequently than is reported in the literature. However, I used the Kirkpatrick typology of evaluation to categorise the types of evaluation conducted by these practitioners and revealed that much of this is mainly a fairly superficial assessment of how much participants enjoyed the activities. The barriers practitioners face to evaluation is another understudied research area, and I divided the barriers discussed by practitioners and participants into methodological and practical barriers. Lack of time is the biggest challenge faced by practitioners, and this has implications for the quality of the evaluations that are conducted.

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Patrick, Andrew P. „Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation“. Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.

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Hartley, Mavis E. „Evaluation of an innovative nurse educational programme of nurse education“. Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.

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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.

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Henderson, John D. „Public evaluation of quality education“. Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/4023/.

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Aims of the study are to address the issue concerning public perception of quality education. A theoretical approach derived from consumer psychology is adopted which involves application of dimensionality to schools. There is description of a model for prediction of satisfaction and quality in relation to secondary education. After a review of issues concerning the political context, empirical research, and the characteristics of education, service quality, theories of motivation and impression formation, and definitions of satisfaction are considered. A consumer model of service evaluation is described, with implications of its relevance to education. There is an account of information gathering, by means of depth interviews and focus group discussions. This is followed by descriptions of four surveys and analyses of data. The study shows that a wide range of issues are involved in the school judgement process. A number of categories are matched with service quality dimensions proposed by Parasuraman et al. (1988). Information sources are investigated and factor analyses of data provides a group of overlapping judgement criteria, which contrast with the SERVQUAL structure described. Findings indicate that 'Tangibles', 'Academic', 'Communication' and 'Socio-emotional' dimensions are of consequence in the school judgement process, and various features related to satisfaction are identified. It is concluded that several criteria are taken into account in the judgement process, and a satisfactory model is additive in nature. Although there are important differences between evaluation processes in respect of education and other services, a gap definition of service quality judgement and the dimensional structure are useful. Findings are reviewed in relation to background literature and implications for school management are indicated.

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Kerr, Brian D. „A responsive evaluation of a graduate distance education course offering, Education 6104, foundations of program evaluation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34194.pdf.

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Stricker, Scott. „Education after Expulsion| A Program Evaluation“. Thesis, University of Colorado at Denver, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809062.

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This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year’s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment.

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Barker, Chris A. „Students' assessment of biology education at Marshall University“. Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.

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Kauppila, O. (Osmo). „Integrated quality evaluation in higher education“. Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211862.

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Abstract The role of higher education as an essential component of the productive economy has been emphasized in the 21stcentury, resulting in a constant need to demonstrate compliance and excellence to various stakeholders. To achieve this, a large variety of internal and external evaluation processes have been developed. However, to connect these evaluations with continuous improvement has often proved challenging due to factors arising from organizational complexity. This compilation dissertation examines how various quality evaluations in higher education could be integrated in a meaningful and synergistic manner. Integration is analyzed both horizontally across the three missions of the university, as well as vertically ranging from external evaluations to self-assessment. The four research articles each support this whole from a different viewpoint. The results of the articles are complemented by a literature review of chosen relevant topics on quality management and evaluation in higher education. The results of this work suggest that a planned process of evaluations starting from the institution level could help evaluations build upon each other and to drive continuous improvement. A holistic view on evaluation and evaluation criteria could be of use in avoiding sub-optimization and ensuring that issues such as stakeholder engagement and societal impact are included in evaluations. The integration of evaluations would constitute a part of integrating an institution’s management system and advance unity of effort. The ubiquitous concept of excellence can be seen as linking factor in integration, and an excellence award model was used as an example of a holistic evaluation framework. The theoretical contribution of this study contributes in the discussion regarding quality evaluation, excellence and the integration of management activities in higher education. For practitioners this dissertation work provides both practical tools arising from the results of the research articles, as well as a synthesis of theoretical and practical issues that should be accounted for when developing quality evaluation approaches in institutions of higher education
Tiivistelmä Korkeakoulujen rooli tuottavan talouden olennaisena osana on korostunut uudella vuosituhannella. Tästä on seurannut jatkuva tarve osoittaa vaatimustenmukaisuutta ja erinomaisuutta eri sidosryhmille. Tämän seurauksena on kehitetty suuri määrä erilaisia sisäisiä ja ulkoisia arviointiprosesseja. Kuitenkin näiden prosessien yhdistäminen toiminnan jatkuvan kehittämiseen on usein osoittautunut haastavaksi johtuen organisatorisesta monimutkaisuudesta. Tässä kokoomaväitöskirjassa tarkastellaan, kuinka erityyppisiä laadunarviointeja korkeakoulutuksessa voitaisiin integroida mielekkäällä ja synergistisellä tavalla. Integraatiota tarkastellaan niin horisontaalisesti yliopiston kolmen tehtävän läpi, kuin myös vertikaalisesti ulkoisista arvioinneista itsearviointiin. Väitöskirjaan liittyvät tutkimusartikkelit tukevat tätä tutkimusongelmaa eri näkökulmista. Kirjallisuuskatsaus tukee artikkelien tuloksia valittujen laatujohtamisen ja arvioinnin aiheiden tarkastelun kautta. Tämän työn tuloksien mukaan suunnitelmallinen arviointikokonaisuus lähtien korkeakoulutasolta voisi tukea arviointien tulosten kumuloitumista ja edistää jatkuvaa kehittämistä. Holistinen näkökulma arviointiin ja arviointikriteereihin voisi ehkäistä osaoptimointia ja varmistaa, että seikkoihin kuten sidosryhmien osallistuminen ja yhteiskunnallinen vaikuttavuus huomioidaan arvioinneissa. Arviointien integrointi tukisi osaltaan korkeakoulun johtamisjärjestelmän integrointia ja edistäisi yhteisiin tavoitteisiin pyrkimistä. Erinomaisuuden yleistynyttä käsitettä voidaan pitää yhdistävänä tekijänä integraation toteutumisessa, ja siihen perustuvaa laatupalkintomallia käytettiin työssä esimerkkinä holistisesta arviointimallista. Väitöskirjatyön teoreettinen kontribuutio liittyy korkeakoulujen laadunarvioinnin, erinomaisuuden ja johtamistoimien integroinnin tieteelliseen keskusteluun. Käytännön työn kannalta tutkimustulokset tarjoavat käytännön työkaluja artikkelien tulosten kautta, sekä yhdistelmän teoreettisista ja käytännön seikoista jotka tulisi huomioida korkeakoulun laadunarviointia kehitettäessä

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Smith, Michael. „An evaluation of outreach dental education“. Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/10298/.

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Introduction: Dental schools are developing new curricula, with primary care outreach training placements complementing hospital-based training. Objective: To evaluate undergraduate dental outreach training. Design: A mixed-method study phased to match a developing programme of outreach training. The first phase used qualitative methods to identify key educational outcomes for use as principal variables in the second phase, a randomised controlled trial. Intervention: Block placements of 5-6 weeks in existing primary care clinics for undergraduate students to work supervised by local dentists while providing care to patients. The intervention took place within a traditional dental curriculum. Methods: Qualitative methods included semi-structured interviews, content analysis and respondent validation. Parallel studies gathered placement staff and student perceptions and interpretations of their recent outreach training experiences. The randomised controlled trial (n=49) used a hospital-based control, had two primary variables: confidence in providing everyday care and competence in treatment planning. Confidence was self-assessed. Competence was assessed using a standard simulated patient and viva. Results: Key benefits of the programme identified qualitatively by stakeholders included: the workplace setting; increased clinical experience; nursing support; and a broader view of dentistry. Effective communication was identified as a critical success factor. Both stakeholder groups found unanticipated benefits. In the trial the groups were similar at baseline. The outreach group perceived their confidence to be increased more than the control group (P=0.05). Treatment planning scores were also greater for the outreach group for capturing a social history (P=0.01) and the appropriateness of treatment planning (P=0.01). Conclusions: Dental outreach training in primary care settings is positively regarded by students and placement staff. A five-week block placement within a traditional curriculum is more effective than dental hospital training alone in improving students' confidence in clinical situations and their competence in treatment planning.

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Bücher zum Thema "Evaluation in education"

J, Gephart William, und Ayers Jerry B, Hrsg. Teacher education evaluation. Boston: Kluwer Academic, 1988.

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Gephart, William J., und Jerry B. Ayers, Hrsg. Teacher Education Evaluation. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2.

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Peter, Rudd, Local Government Association und National Foundation for Educational Research in England and Wales., Hrsg. Evaluating school self-evaluation. Slough: National Foundation for Educational Research, 2001.

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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on program evaluation: General guidelines. Québec: La Commission, 1994.

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Fink, Arlene. Evaluation for education & psychology. Thousand Oaks, Calif: Sage Publications, 1995.

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Shaughnessy, Pat. Co-operative education evaluation. Toronto: Guidance Centre, Faculty of Education, University of Toronto, 1985.

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service), SpringerLink (Online, Hrsg. Evaluating Evaluators: An Evaluation of Education in Germany. Wiesbaden: VS Verlag für Sozialwissenschaften / Springer Fachmedien Wiesbaden GmbH, Wiesbaden, 2011.

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C, Greene Jennifer, Abma T. A und American Evaluation Association, Hrsg. Responsive evaluation. San Francisco, Calif: Jossey-Bass, 2001.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Buchteile zum Thema "Evaluation in education"

Gummer, Edith. „Evaluation“. In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_47-2.

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Gummer, Edith. „Evaluation“. In Encyclopedia of Science Education, 402–3. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_47.

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Glasman, Naftaly S., und David Nevo. „Evaluation in Education“. In Evaluation in Decision Making, 31–46. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_3.

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Vaidya, Shipra. „Curriculum Evaluation“. In SpringerBriefs in Education, 83–99. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1789-3_6.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur und Kristina Edström. „Program Evaluation“. In Rethinking Engineering Education, 209–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_9.

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Lovato, Chris, und David Wall. „Programme evaluation“. In Understanding Medical Education, 385–99. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch27.

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Quek, Chwee Geok. „Curriculum Evaluation“. In Education Innovation Series, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Lovato, Chris, und Linda Peterson. „Programme Evaluation“. In Understanding Medical Education, 443–55. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch30.

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Kogan, Maurice. „Epistemologies and evaluation“. In Education Accountability, 125–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003304784-8.

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Kunkel, Richard C. „The Professional Education Unit“. In Teacher Education Evaluation, 42–57. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2_3.

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Konferenzberichte zum Thema "Evaluation in education"

Chalmers, Denise, Beatriz Moya und Hector Turra. „A framework for the evaluation of educational development programs in higher education in Chile“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7997.

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This paper outlines the experience of evaluating the impact of educational development in Chilean higher education drawing on the example of the Universidad Católica de Temuco. The aim is to demonstrate the importance of a implementing a robust and flexible evaluation and impact framework to identify the effectiveness of education development programs. The rationale and processes that informed the development of the evaluation and impact framework are described and then illustrated with one example, the Faculty Learning Communities (FLC) program. The example shows how the overall framework is contextualised in a specific program, drawing on indicators and outcomes to demonstrate its flexibility and robustness. The rich evidence gathered has been used to inform the educational developers on the effectiveness of their work, and the faculty participants on their knowledge and practice. Just as importantly, it has informed the institution about the impact of the programs and student engagement. The evaluation framework provides a Chilean example informed by international best practice.

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Sharma, Aarti, Amrita Kaur, Renu Jain und Neena Mittal. „Education Reform: Role of Social Media in Education“. In 2021 International Conference on Computational Performance Evaluation (ComPE). IEEE, 2021. http://dx.doi.org/10.1109/compe53109.2021.9752010.

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Tatu (Boscodeala), Felicia Elena. „Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

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Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.

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Matulčíková, Marta, und Daniela Breveníková. „QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION“. In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Nakajima, Makoto. „Evaluation of Educational Achievement: Comparison of Professional Education and Liberal Arts Education“. In 2012 IIAI International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2012. http://dx.doi.org/10.1109/iiai-aai.2012.81.

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Olivares-Olivares, SL, ML Turrubiates-Corolla, RI EsperónHernández und M. Sánchez-Mendiola. „DESIGN AND EVALUATION OF A MOOC FOR CLINICAL EDUCATORS“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7138.

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation

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Thompson, Donald O., und Dale E. Chimenti. „PERSPECTIVES IN NDE EDUCATION“. In REVIEW OF PROGRESS IN QUANTITATIVE NONDESTRUCTIVE EVALUATION: 34th Annual Review of Progress in Quantitative Nondestructive Evaluation. AIP, 2008. http://dx.doi.org/10.1063/1.2902655.

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Muhaji, Uun, Lasim Muzammil und Andy. „English Education Program Evaluation“. In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.117.

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Skutil, Martin, Kateřina Bachtíková, Barbora Šimůnková und Helena Štětková. „SELF-EVALUATION AS AN EDUCATIONAL TREND IN PRIMARY EDUCATION“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0228.

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Tobin, John C. „Return on Investment in Energy Education“. In SPE Hydrocarbon Economics and Evaluation Symposium. Society of Petroleum Engineers, 2001. http://dx.doi.org/10.2118/68586-ms.

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Berichte der Organisationen zum Thema "Evaluation in education"

Laurence, Janice H., Peter F. Ramsberger und Jane M. Arabian. Education Credential Tier Evaluation. Fort Belvoir, VA: Defense Technical Information Center, Mai 1997. http://dx.doi.org/10.21236/ada335804.

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Peterson, Gary W., und Beatrice J. Farr. Job Skills Education Program: The Evaluation Plan. Fort Belvoir, VA: Defense Technical Information Center, März 1985. http://dx.doi.org/10.21236/ada163183.

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Biroli, Pietro, Daniela Del Boca, James Heckman, Lynne Pettler Heckman, Yu Kyung Koh, Sylvi Kuperman, Sidharth Moktan, Chiara Pronzato und Anna Ziff. Evaluation of the Reggio Approach to Early Education. Cambridge, MA: National Bureau of Economic Research, Mai 2017. http://dx.doi.org/10.3386/w23390.

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Rabush, Carol M., Melissa S. Berkowitz und Richard M. Modjeski. The Evaluation of the Army Education Information System. Fort Belvoir, VA: Defense Technical Information Center, August 1985. http://dx.doi.org/10.21236/ada171421.

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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Hoffman, Lee M., Clifford P. Hahn, Diane M. Hoffman und Robin A. Dean. Evaluation of the Job Skills Education Program: Learning Outcomes. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada205352.

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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2006. http://dx.doi.org/10.21236/ada612172.

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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2007. http://dx.doi.org/10.21236/ada612173.

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Hahn, Clifford P., Robert E. Krug, Harvey Rosenbaum, Susan C. Stoddart und Joan Harman. Evaluation of the U.S. Army Basic Skills Education Program. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1986. http://dx.doi.org/10.21236/ada178650.

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McGuinn, Patrick. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.

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