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Journal articles on the topic 'Educational evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Mertens, D. M. "Educational Evaluation." American Journal of Evaluation 8, no. 4 (November 1, 1987): 73–74. http://dx.doi.org/10.1177/109821408700800414.

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2

Mertens, Donna M. "Educational evaluation." Evaluation Practice 8, no. 4 (November 1987): 73–74. http://dx.doi.org/10.1016/s0886-1633(87)80028-4.

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3

Knapp, Roselyn M. "Educational Evaluation." Otolaryngologic Clinics of North America 18, no. 2 (May 1985): 345–52. http://dx.doi.org/10.1016/s0030-6665(20)31873-9.

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4

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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5

Nixon, Jon. "What is Educational about Educational Evaluation?" Westminster Studies in Education 13, no. 1 (January 1990): 13–20. http://dx.doi.org/10.1080/0140672900130103.

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6

Stufflebeam, Daniel, and Arlen Gullickson. "Understanding educational evaluation." Economics of Education Review 12, no. 3 (September 1993): 277. http://dx.doi.org/10.1016/0272-7757(93)90018-c.

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7

Everhart, Robert B., David M. Fetterman, Judith Preissle Goetz, and Margaret Diane Le Compte. "Ethnography in Educational Evaluation." Contemporary Sociology 15, no. 3 (May 1986): 450. http://dx.doi.org/10.2307/2070078.

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8

Glasman, Naftaly S., and Lynette Diamond Glasman. "Educational Reform and Evaluation." Educational Administration Quarterly 24, no. 4 (November 1988): 438–45. http://dx.doi.org/10.1177/0013161x88024004008.

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9

Huber, J. T., and N. B. Giuse. "Educational Software Evaluation Process." Journal of the American Medical Informatics Association 2, no. 5 (September 1, 1995): 295–96. http://dx.doi.org/10.1136/jamia.1995.96073831.

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10

Ingle, Henry T., J. P. Baggaley, A. Duby, and A. Lewy. "Evaluation of Educational Television." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 346. http://dx.doi.org/10.2307/1164176.

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11

Macdougall, C. F. "Evaluation - the educational context." Archives of Disease in Childhood - Education and Practice 95, no. 1 (February 1, 2010): 28–32. http://dx.doi.org/10.1136/adc.2008.142240.

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12

Scriven, Michael. "Educational Program Evaluation Applied." Contemporary Psychology: A Journal of Reviews 34, no. 7 (July 1989): 659. http://dx.doi.org/10.1037/030904.

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13

Eastmond, Nick. "Educational evaluation: The future." Theory Into Practice 30, no. 1 (January 1991): 74–79. http://dx.doi.org/10.1080/00405849109543479.

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14

Shera, Wes. "Educational evaluation in China." Evaluation and Program Planning 15, no. 1 (January 1992): 45–53. http://dx.doi.org/10.1016/0149-7189(92)90059-4.

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15

Fraser, Barry J. "Educational evaluation in Australia." Studies in Educational Evaluation 15, no. 1 (January 1989): 3–6. http://dx.doi.org/10.1016/0191-491x(89)90020-5.

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16

Schleyer, Titus K. L., and Lynn A. Johnson. "Evaluation of Educational Software." Journal of Dental Education 67, no. 11 (November 2003): 1221–28. http://dx.doi.org/10.1002/j.0022-0337.2003.67.11.tb03713.x.

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17

Al-Husseini, Khansaa Azeez Obayes, Ali Hamzah Obaid, and Ola Najah Kadhim. "Evaluating the Effectiveness of E-learning: Based on Academic Staff Evaluation." Webology 19, no. 1 (January 20, 2022): 367–79. http://dx.doi.org/10.14704/web/v19i1/web19027.

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E-learning has become a popular learning method used in many local and international universities and in many educational institutions. The initial achievements of e-learning platforms and the online learning environment demonstrated outstanding advantages in distance education. However, it is necessary to conduct an evaluation of the educational process, and in particular an effective assessment of the learning environment via online-based e-learning platforms. Where this study aimed to identify the evaluation of the effectiveness of e-learning from the point of view of the teaching staff in the Technical Institute of Babel and the Technical Institute Al-Mussaib. To achieve the objectives of the study, the researchers prepared a questionnaire containing (32) questions, after verifying the tools of reliability and validity. The results of the study revealed that the evaluation of the effectiveness of e-learning was average and above average in some paragraphs of the questionnaire. The percentage (84,070) of faculty members use computers and smart phones to publish academic content through the use of the home internet, at a rate of (95,575) in the form of creating educational content in several forms, including video, audio and text at the same time.
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18

Kainde, Quido Conferti, Henny Nikolin Tambingon, Joulanda A. M. Rawis, and Meisie Lenny Mangantes. "Android-Based Practical Applications in Educational Evaluation." International Journal of Information Technology and Education 2, no. 1 (December 6, 2022): 53–65. http://dx.doi.org/10.62711/ijite.v2i1.94.

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The purpose of the researchers in making this literature review is to obtain information related to the use of android-based practical applications in educational evaluation so that they can be implemented at Manado State University. The method in making this study uses a systematic literature review approach which requires researchers to use scientific-based findings literature. Based on the studies that have been carried out by the researcher, some information is obtained regarding the use of practical android-based applications that are suitable for use in educational evaluations, including (1) the Quizzme application for evaluating android-based student learning at the junior high school level, (2) the Application for Assessment of Productive Subject Practices for Vocational High School Students Android-based at SMK 45 Wonosari, (3) Android-based sign language learning and evaluation. These three studies are suitable to be applied in educational evaluation at Manado State University to replace PBT which is not effective for use today
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19

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, no. 1 (August 26, 2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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20

Gloom, Gerhard, and Deborah A. Verstegen. "Advances in educational productivity: The evaluation of educational efficiency." Economics of Education Review 11, no. 2 (June 1992): 177–78. http://dx.doi.org/10.1016/0272-7757(92)90013-s.

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21

Zi, Lingling, and Xin Cong. "Metaverse Solutions for Educational Evaluation." Electronics 13, no. 6 (March 8, 2024): 1017. http://dx.doi.org/10.3390/electronics13061017.

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This study aims to give a comprehensive overview of the application of the metaverse in educational evaluation. First, we characterize the metaverse and illustrate how it can support educational evaluation from the perspectives of virtual reality, augmented reality, and blockchain. Then, we outline the metaverse exploration framework and summarize its technical advantages. Based on this, we propose a metaverse-based implementation scheme to address the issues of reliability, accuracy, and credibility in educational evaluation. Finally, we show its implementation difficulties, performance evaluation, and future work. This proposed scheme opens up new research directions for the reform of educational evaluation while expanding the potential and reach of metaverse applications in education. We think that this study can help researchers in building an ecosystem for educational evaluation that is trustworthy, equitable, and legitimate.
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22

Čajlaković, Mirsada, and Nermina Okić. "EVALUATION IN THE EDUCATIONAL PROCESS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 301–5. http://dx.doi.org/10.35120/kij3002301c.

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The necessity for evaluation occurs in relativly recent time, in order to determine the effectiveness of educational process in pupils. The evaluation in teaching process is carried out through assessment of written assigments, objective tasks and oral answers. The most common type of evaluation is summative form and in this type pupils learn only for grade, adjusting their learning to the criteria of individual teachers. The only motive for learning represents number (grade). Formative evaluation is not common or is present in a very small number of teachers. Summative grade does not provide students with feedback on how they are progressing, and in what way they could make progress. A grade does not have a prognostic, motivational and a diagnostic role,and various types of evaluation are not used. Reproductive knowledge which is not in function of education for life is not valued. The existing concept of education does not adjust teaching content to the need and abilities of pupils, therefore a functional knowledge which is a criteria for a qualitative education of pupils is not developed.
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23

Koss, Tiffany S., Angela Macci Bires, Thomas W. Cline, and Donna L. Mason. "Evaluation of an Educational Video." Critical Care Nursing Quarterly 41, no. 2 (2018): 142–60. http://dx.doi.org/10.1097/cnq.0000000000000194.

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24

Jacobs, Cecilia. "The Evaluation of Educational Innovation." Evaluation 6, no. 3 (July 2000): 261–80. http://dx.doi.org/10.1177/13563890022209280.

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25

Park, Chanho. "Comparative Education and Educational Evaluation." Korean Comparative Education Society 28, no. 1 (March 23, 2018): 135–51. http://dx.doi.org/10.20306/kces.2018.28.1.135.

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26

A. El_Rahman, Sahar. "EVALUATION OF SAUDI EDUCATIONAL WEBSITES." International Journal of E-Learning and Educational Technologies in the Digital Media 2, no. 4 (2016): 141–47. http://dx.doi.org/10.17781/p002217.

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27

Betty, ColIis. "Formative Evaluation for Educational Technologies." Journal of Research on Computing in Education 24, no. 2 (December 1991): 291–94. http://dx.doi.org/10.1080/08886504.1991.10782011.

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28

Junseong Hwang. "Study on Educational Legislation Evaluation." Journal of Law of Education 23, no. 1 (June 2011): 259–88. http://dx.doi.org/10.17317/tjle.23.1.201106.259.

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29

Kurubacak, Gulsun. "Evaluation of Educational Management Systems." i-manager's Journal of Educational Technology 2, no. 4 (March 15, 2006): 19–27. http://dx.doi.org/10.26634/jet.2.4.750.

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30

Morton, Barbara Ros. "International Colloquium on Educational Evaluation." Management in Education 15, no. 2 (April 2001): 28. http://dx.doi.org/10.1177/08920206010150020802.

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31

Morton, Barbara Ros. "International Colloquium on Educational Evaluation." Management in Education 15, no. 2 (April 2001): 28–29. http://dx.doi.org/10.1177/08920206010150020901.

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32

Trochim, William M. K., and Ronald J. Visco. "Assuring Quality in Educational Evaluation." Educational Evaluation and Policy Analysis 8, no. 3 (September 1986): 267–76. http://dx.doi.org/10.3102/01623737008003267.

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33

Hart, A. "Educational Media: innovation and evaluation." Journal of Educational Television 14, no. 3 (January 1988): 201–12. http://dx.doi.org/10.1080/0260741880140304.

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34

Arduini, Giovanni, and Diletta Chiusaroli. "Special Educational Needs and Evaluation." Procedia - Social and Behavioral Sciences 106 (December 2013): 2438–43. http://dx.doi.org/10.1016/j.sbspro.2013.12.280.

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35

Tyler, Ralph W. "Changing concepts of educational evaluation." International Journal of Educational Research 10, no. 1 (January 1986): 1. http://dx.doi.org/10.1016/0883-0355(86)90008-x.

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36

Murphy, G. "The evaluation of educational programmes." Development Southern Africa 6, no. 4 (November 1989): 454–66. http://dx.doi.org/10.1080/03768358908439487.

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37

Aulya, Annisa Fitri, Nurjamiah Suparman, and Safitri Nuril Kaunain. "Evaluation Analysis of Educational Programs." Journal of Quality Assurance in Islamic Education (JQAIE) 2, no. 1 (June 27, 2022): 1–8. http://dx.doi.org/10.47945/jqaie.v2i1.605.

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This study aims to understand more deeply about the concept of evaluating educational programs by reviewing the article that has been made before. The method used in this study is qualitative with the type of literature review research or literature review. Literature research or literature review is research that examines or critically reviews the knowledge, ideas, or findings contained in the academic literature. The data source is searched through google scholar using the keyword 'educational program'. The nature of this study is descriptive analysis, which is the regular decomposition of the data that has been obtained. The results of this study, namely the evaluation of educational programs, will have a positive impact on the development of educational programs. Evaluation of educational programs is very important to provide recommendations as a consideration in determining decisions on programs that have been implemented. Evaluation of educational programs can determine the right decision according to the results of the evaluation. The evaluation will also measure the achievement of each program that has been implemented in accordance with the desired objectives.
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38

Iglesias, Omar A., Carmen N. Paniagua, and R�ul A. Pessacq. "Evaluation of university educational software." Computer Applications in Engineering Education 5, no. 3 (1997): 181–88. http://dx.doi.org/10.1002/(sici)1099-0542(1997)5:3<181::aid-cae5>3.0.co;2-9.

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39

Edge, Karen. "Educational assessment, evaluation and accountability." Educational Assessment, Evaluation and Accountability 24, no. 3 (August 2012): 173–74. http://dx.doi.org/10.1007/s11092-012-9151-9.

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40

Collins, Michael. "Critical Perspectives on Educational Evaluation." Canadian Journal of Program Evaluation 15, no. 3 (January 2001): 111–35. http://dx.doi.org/10.3138/cjpe.0015.007.

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Abstract: This article examines what a critically informed orientation to evaluation in formal and non-formal education settings entails. A substantial critique of the technical rationality pervading conventional approaches to evaluation in education is illuminated by comparing functionalist models (exemplified in competencybased education and behaviourist variations on that theme) with participatory approaches, and through a corollary account of the way system imperatives intrude on lifeworld values. However, the author argues that a commitment to critical evaluation in education calls for systematic engagement with conventional, mainstream initiatives as well as with alternative approaches. Some guiding principles, consistent with the emancipatory aims of a critical orientation, are identified in making the case for the feasibility and necessity of critical evaluation in education. Questions are raised about the efficacy of the continuing debate on quantitative versus qualitative methods and the effects on critical evaluation of postmodern discourse.
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41

Brooks-LaRaviere, Margaret, Katherine Ryan, Luis Miron, and Maurice Samuels. "Broadening the Educational Evaluation Lens With Communicative Evaluation." Qualitative Inquiry 15, no. 2 (February 2009): 372–96. http://dx.doi.org/10.1177/1077800408329241.

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42

Thistleton, Lisa. "Realistic evaluation: An evaluation tool for educational psychologists." DECP Debate 1, no. 115 (September 2005): 12–17. http://dx.doi.org/10.53841/bpsdeb.2005.1.115.12.

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43

Iqbal, Muhammad, Intan Savitri, Fathia Hanifah, Nur Alfiana Kholizah, Dinda Aulia Sari, and Tarisa Munawwarah. "Model Evaluasi Program Pendidikan Terhadap Peningkatan Kualitas Pembelajaran." Indo-MathEdu Intellectuals Journal 5, no. 3 (July 6, 2024): 3535–40. http://dx.doi.org/10.54373/imeij.v5i3.1472.

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The quality of education in an educational institution is currently one of the important elements in the sustainability of the educational institution itself, both in terms of the quality of infrastructure, the quality of teaching and education staff or the quality of learning, all of this is one unit that must be maintained and updated in order to make education quality. An educational evaluation model, where matters related to evaluation data are collected is the main step in conducting educational evaluations, especially the quality of learning. Through research using this qualitative method, the author intends to provide readers with views regarding educational evaluation models, especially evaluations that lead to improving the quality of learning with appropriate steps. Evaluation models may appear to vary from one another, but the aims and objectives are the same, namely carrying out data or information collection activities relating to the object being evaluated.
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44

Fihol, N. A. "EVALUATION OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." Scientific bulletin of KRHPA, no. 18 (2024): 69–76. http://dx.doi.org/10.32782/2410-2075-2024-18.9.

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45

Bowden, A. Brooks, Robert Shand, Clive R. Belfield, Anyi Wang, and Henry M. Levin. "Evaluating Educational Interventions That Induce Service Receipt." American Journal of Evaluation 38, no. 3 (August 26, 2016): 405–19. http://dx.doi.org/10.1177/1098214016664983.

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Educational interventions are complex: Often they combine a diagnostic component (identifying student need) with a service component (ensuring appropriate educational resources are provided). This complexity raises challenges for program evaluation. These interventions, which we refer to as service mediation interventions, affect additional resources students receive that mediate the impact measured. Evaluations of these types of programs that solely report effects are potentially misleading. Cost-effectiveness analysis clarifies the importance of assessing service-mediated receipt for evaluation purposes. We illustrate our argument empirically from City Connects, a comprehensive student support intervention. We find that the direct costs of the program represent only one-third of the total change in resource use by program participants required to produce impacts. Evaluative statements of service mediation interventions should be accompanied by information on the full costs to achieve effects. Many interventions might be structured in this way and require evaluation that includes an economic perspective.
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46

Falkov, Valery N., Andrei V. Tolstikov, Andrey S. Latyshev, and Alexey G. Barabashev. "On Possibilities to Improve the evaluation of Effectiveness of Research-Educational." Science management: theory and practice 1, no. 2 (2019): 15–37. http://dx.doi.org/10.19181/smtp.2019.1.2.1.

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Evaluation of the effectiveness of scientific research produced, as the rule, by using the bibliometric instruments of the analytics of research publications (level of publications, measured by its reference with the quartiles of research journals in main bibliometric international bases of knowledge Web of Sciences, Scopus, Google Scholar, etc.; exploration of its attributing to the lists of leading international publishing houses; citation indexes of publications). The analytics of research publications in first line is used for the purposes to find, are researchers are fulfilled their KPI, or not, are their research is valuable for scientific community. Same time, other instruments of the effectiveness evaluation of research exists, that are taking into account its complexity, its scientific and educational nature. Such evaluations are mostly integrated into the evaluation of effectiveness (research excellence) of universities and other research organizations. Combination of expert, bibliometric evaluations of research, its usage in educational programs is the specific feature of the complex evaluation of effectiveness in the terms of research excellence evaluation procedures. Unfortunately, economic (applied) instruments of research effectiveness evaluation are not introduced properly yet, it is mostly evaluated as the part of resource base of universities and scientific organizations (resources obtained from research-based innovative products are considered as the part of general resources). Due to the recent establishing of Research-educational Centers (REC) in Russian Federation, the necessity to explore complex multi-component evaluations of REC, including not 2, but 3 main components, as effectiveness of research in REC itself, as their educational programs economic effectiveness, and the research outcomes for real sector of economy. Unfortunately, 2nd and 3rd components evaluations are underdeveloped right now. In the article the indicative instruments for evaluations of research are analyzed with the purpose to apply it for REC and for the quality of educational programs evaluation takin in mind its input into the economic effectiveness of REC. Such an instruments are capable to provide the accurate measuring of economic effectiveness of research and educational programs of REC. We are propose the instruments that are allows to integrate the indicators of regional effectiveness introduced by President of Russia Decree (2019) with some from indicators of effectiveness of REC that are introduced by Government of Russia (2019) and can be attributed to economical effectiveness of REC and of educational programs that are realized in the Centers of Competency Development (CCD) belonged to REC.
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47

Eash, Maurice J. "Evaluation models: Viewpoints on educational and human services evaluation." Evaluation and Program Planning 9, no. 1 (January 1986): 100–102. http://dx.doi.org/10.1016/0149-7189(86)90013-3.

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48

Lawrenz, Frances, and Douglas Huffman. "Using Multi-Site Core Evaluation to Provide “Scientific” Evidence." Canadian Journal of Program Evaluation 19, no. 2 (September 2004): 17–36. http://dx.doi.org/10.3138/cjpe.19.002.

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Abstract: Funders of educational and other social service programs are requiring more experimental and performance-oriented designs in evaluations of program effectiveness. Concomitantly, funders are exhibiting less interest in evaluations that serve other purposes, such as implementation fidelity. However, in order to fully understand the effectiveness of most complex social and educational programs, an evaluation must provide diverse information. This article uses the Core Evaluation of the Collaboratives for Excellence in Teacher Preparation Program as a case example of how evaluations might meet the requirements of objective scientific evaluation while at the same time valuing and incorporating other evaluation purposes. The successes and limitations of the case example in achieving this blending are discussed.
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49

Suri, Sufyan, and Nunuk Hariyati. "CIPP evaluation model in the educational evaluation: A literature study." CAHAYA PENDIDIKAN 10, no. 1 (June 10, 2024): 20–30. http://dx.doi.org/10.33373/chypend.v10i1.5950.

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Evaluation in education is an important component that must be carried out to ensure that educational goals can be achieved effectively and efficiently. The evaluation model that is widely used in educational evaluation activities is the CIPP evaluation model developed by Stufflebeam. The CIPP model is a comprehensive evaluation model with four evaluation aspects, namely context, input, process, and product. This research is qualitative research with a literature study research method. This research aims to identify important components used in educational evaluation using the CIPP model. Data collection was carried out by collecting supporting literature from books and research journals from various national and international sources related to educational evaluation using the CIPP evaluation model. Data was analyzed by using content analysis techniques. The research results show that the CIPP model is a model that is widely used in educational program evaluation activities. Context evaluation to assess educational program objectives. Input evaluation to identify readiness and resources to support program implementation. Process evaluation to analyze program implementation and obstacles. Product evaluation to see the educational program's achievements.
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50

Bao, Dapeng, Liquan Chen, and Wenbo Wang. "A Novel Method of Teaching Quality Monitoring and Evaluation from the Perspective of Educational Balance." International Journal of Emerging Technologies in Learning (iJET) 18, no. 14 (July 31, 2023): 122–37. http://dx.doi.org/10.3991/ijet.v18i14.41919.

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Exploring the problem of teaching quality monitoring and evaluation from the perspective of educational balance can help educators and policy makers discover educational inequality problems, thereby promoting fair allocation of educational resources and opportunities. In light of this, this study attempts to research teaching quality monitoring and evaluation from the perspective of educational balance. At first, the mechanism of promoting educational balance by information technology was expounded, and the principle and necessity of a comprehensive assessment based on the evaluation results of different evaluators were explained. Then, this study innovatively introduced the whitening weight function (WWF)-grey evaluation model into the conventional grey clustering evaluation, calculated the unit comprehensive clustering coefficients of the indexes of teaching quality evaluation from the perspective of educational balance, and gave fair, accurate, and effective evaluations. After that, the grey GM (1,1) model was applied to the prediction of teaching quality improvement effect, the future trend of teaching quality changes was predicted based on history data, and the results provided references for teaching reform and educational decision-making. At last, experimental results verified the validity of the proposed method.
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