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Artykuły w czasopismach na temat „Program evaluation”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 lipca 2024

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1

Gleeson, Deborah, i Vera Boston. "A System for Program Evaluation in Community Health". Australian Journal of Primary Health 5, nr 4 (1999): 74. http://dx.doi.org/10.1071/py99053.

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There are many benefits to be gained from the systematic evaluation of health promotion programs in community health centres. Program evaluation and documentation encourages organisational learning as well as directly improving the quality of programs. The documentation of program evaluations also enables review of the range of programs provided, which can inform the overall organisational planning process. Busy, over-stretched community health staff, however, often see program evaluation as an unnecessary luxury. Organisational evaluation requirements are often perceived as adding to the paperwork burden without having direct benefits for clients, staff or the organisation. North Yarra Community Health has developed a systematic process for evaluating all health promotion programs undertaken by staff. The process consists of evaluation guidelines and forms, which are part of a health promotion resource kit, a process for reporting and accountability through a Programs and Services Committee with representatives from the Board of Management, and a system for filing of program documentation. This paper describes the process, some of the barriers encountered, and how these barriers were overcome.

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Parker, Kathryn, i Abhimanyu Sud. "Principles-Focused Evaluation: A Promising Practice in the Evaluation of Continuing Professional Development". Journal of Continuing Education in the Health Professions 43, nr 4S (październik 2023): 64–67. http://dx.doi.org/10.1097/ceh.0000000000000535.

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Abstract: Outcome-based evaluations still dominate in continuing professional development (CPD) despite the availability of evaluation approaches that address program processes and contexts. Our continued reliance on outcomes-based evaluation fails to respect the importance of complexity and the human element of program planning and implementation. Therefore, it is time that the field of CPD embrace complementary approaches to program evaluation that consider the complexity and maturity of programs and their contexts, while providing credible and relevant information to inform strategic decisions regarding the future of a program. Principles-focused evaluation provides a complement to traditional evaluation approaches through the articulation of a program's values that can be actioned. These “actionable values,” known as principles, become the focus of the evaluation for the purposes of program decision-making. This paper describes how one CPD program, designed as a response to growing opioid-related harms, adopted a principles-focused evaluation to inform ongoing iteration of the program. The process used to design the principles, how the principles are informing the transportability of the program, and implications for CPD evaluation are discussed.

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Tandon, Col Aseem, i Col Sushil Kumar. "Program Evaluation". Indian Journal of Anatomy 5, nr 1 (2016): 67–71. http://dx.doi.org/10.21088/ija.2320.0022.5116.11.

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Sechrest, Lee, i Aurelio José Figueredo. "Program Evaluation". Annual Review of Psychology 44, nr 1 (styczeń 1993): 645–74. http://dx.doi.org/10.1146/annurev.ps.44.020193.003241.

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Billue, Joyce S., i Gloria M. Clayton. "PROGRAM EVALUATION". Nurse Educator 13, nr 6 (listopad 1988): 8–9. http://dx.doi.org/10.1097/00006223-198811000-00009.

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Farwell, Erin, i David Mungenast. "Program evaluation". Topics in Geriatric Rehabilitation 10, nr 1 (wrzesień 1994): 78–82. http://dx.doi.org/10.1097/00013614-199409000-00011.

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Johnson, Joyce H., i Nina Olesinski. "Program Evaluation". JONA: The Journal of Nursing Administration 25, nr 1 (styczeń 1995): 53???60. http://dx.doi.org/10.1097/00005110-199501000-00010.

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Haleem, Diane M., Kathleen Evanina, Robin Gallagher, Mary Alice Golden, Kathleen Healy-Karabell i Wendy Manetti. "Program Evaluation". Nurse Educator 35, nr 3 (maj 2010): 118–21. http://dx.doi.org/10.1097/nne.0b013e3181d95000.

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Curl, Peggy, i Dora Bradley. "Program Evaluation". Clinical Nurse Specialist 19, nr 2 (marzec 2005): 71. http://dx.doi.org/10.1097/00002800-200503000-00020.

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Galaway, Burt. "Victim-Offender Reconciliation Program (VORP) Evaluation Issues". Canadian Journal of Program Evaluation 3, nr 1 (marzec 1988): 1–7. http://dx.doi.org/10.3138/cjpe.03.001.

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Abstract: The victim offender reconciliation (VORP) concept originated in Ontario in 1973; subsequently program applications have occurred in other parts of Canada, the United States, England, and the Federal Republic of Germany. Most VORP's are small, grass roots organizations but as these programs mature and seek continuation funding they are likely to encounter demands for program evaluation. For evaluations to be useful VORP program managers and evaluators will need to direct explicit attention to goals for VORP's, the place of the concept of reconciliation in VORP programs, the purposes of evaluations, and the development of easily understood formats for presentation of statistical information.

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Chauveron, Lisa M., Satabdi Samtani, Megan G. Groner, Jennifer Brown Urban i Miriam R. Linver. "Including Diverse Stakeholder Voices in Youth Character Program Evaluation". American Journal of Evaluation 42, nr 2 (11.02.2021): 221–36. http://dx.doi.org/10.1177/1098214020917218.

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Although experts agree that diverse stakeholder inclusion enhances quality and equity in evaluation designs and implementation, diverse voices are often omitted. Particularly antithetical to principles of youth character development, evaluations for these programs should strive to include voices from various social, economic, community, and demographic perspectives. One innovative national evaluation capacity building initiative, the Partnerships for Advancing Character Program Evaluation (PACE) project, paired practitioners from youth programs in community-based organizations with evaluation professionals to enhance stakeholders’ roles in evaluation. PACE promoted stakeholder identification and inclusion through group exercises, partnership work, and coaching sessions. Using a mixed methods design with interviews, retrospective pretest–posttest surveys, and observational data, triangulated data addressed diverse stakeholders in the evaluation process, diverse perspectives on program performance, and connecting diverse input to evaluation design. Postprogram findings indicate that participants included more varied and diverse stakeholder perspectives in all the three areas. Implications for programs and evaluations are discussed.

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Bish, Robert L., i James C. McDavid. "Program Evaluation and Contracting out Government Services". Canadian Journal of Program Evaluation 3, nr 1 (marzec 1988): 9–23. http://dx.doi.org/10.3138/cjpe.03.002.

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Abstract: This article suggests an important role for program evaluation skills in contracting out government services. Contracting out is being increasingly viewed as a practical and efficient alternative to governmental production of services. Key steps in the contracting out process offer opportunities to utilize program evaluation skills. Further, because contractors are held at arms length, program managers who monitor and evaluate contracts can do so without the conflict of interest problems arising when they are involved in evaluations of their own programs.

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Adnyana, I. Gede Sudi. "UNDERSTANDING AUDIT METHODS TO ASSIST PLANNING ON PROGRAM EVALUATION: SHARING GAO’S EXPERIENCE ON NATIONAL HEALTH SECURITY PROGRAM". Jurnal Tata Kelola & Akuntabilitas Keuangan Negara 3, nr 1 (22.06.2017): 69. http://dx.doi.org/10.28986/jtaken.v3i1.78.

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BPK has a mandate to conduct performance audit for examining whether government agencies have implemented their critical programs in thepossible aspects of efficiency, effectiveness or economy. Nevertheless, the current audit methods for those government programs designed at theplanning stages by the audit teams has not been fully emphasized on one or a combination of four main types of evaluation, such as process and/orimplementation evaluation; outcome evaluation; impact evaluation; and cost-benefit and cost effectiveness analyses. They can be identified byusing measures of program performance, along with other information, to study the benefits of a program or how to improve it. The program chosen is the NHS program, evaluated by using GAO’s experience which were empirically implemented and observed by the author during the fellowship program in the Agency. This study discusses the evaluation of FOD evaluation and general guide to address researchable questionsderived from NHS program stage evaluation, analysis of researchable question types, and to consider some challenges at designing evaluations. Further, BPK could improve methods and design of its performance audit plan as regards program evaluation by considering such variables that have been applied in theirbest practices.

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Carter, Marion W. "Program Evaluation for Sexually Transmitted Disease Programs". Sexually Transmitted Diseases 43 (luty 2016): S11—S17. http://dx.doi.org/10.1097/olq.0000000000000281.

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Boyle, J. David. "Program Evaluation for Secondary School Music Programs". NASSP Bulletin 76, nr 544 (maj 1992): 63–68. http://dx.doi.org/10.1177/019263659207654413.

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Hamed, Yamen A., Ali M. Al Yasien, Shini Cherian, Deirdre Hawkins, Mary Van Eck i Manal Al Essa. "Program Evaluation: Charge Nurse Training Program". Saudi Journal of Nursing and Health Care 6, nr 09 (6.09.2023): 288–96. http://dx.doi.org/10.36348/sjnhc.2023.v06i09.001.

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A program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and programs, particularly about their effectiveness and efficiency. The goal is to improve programs. A program evaluation is a part of all training programs. A Charge Nurse Training Program was conducted in the NICU of Security Forces Hospital as it was evident that the charge nurse role needed to be supported better with clear expectations and a standardized professional development training. The sample for the study was forty-two registered nurses who underwent the adapted evidence-based ADDIE model training program. The simple random sampling technique was used to select the sample. Only registered nurse 1’s were included in the study and exclusion criteria were those registered nurse 1’s who had less than one year of experience in NICU. Structured teaching modules and practical sections were conducted for all the sample. Data was collected using a pre-test followed by a post-test of each module to assess the knowledge level of the samples, a Likert scale to assess the confidence level, an observation (practice) checklist to assess the skills level and a final evaluation through surveys to evaluate the effectiveness of the program. The program evaluation showed that, the adapted ADDIE model of a Charge Nurse Training Program was effective and that it boosted staff confidence, created a healthy working environment and increased the knowledge, skills of the nursing staff in order for them to perform their core responsibilities.

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Patton, Michael Quinn. "The program evaluation standards: How to assess evaluations of educational programs". Evaluation Practice 15, nr 2 (czerwiec 1994): 193–99. http://dx.doi.org/10.1016/0886-1633(94)90009-4.

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Lawrenz, Frances, i Douglas Huffman. "Using Multi-Site Core Evaluation to Provide “Scientific” Evidence". Canadian Journal of Program Evaluation 19, nr 2 (wrzesień 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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Porter, Jamila M., Laura K. Brennan, Mighty Fine i Ina I. Robinson. "Elements to Enhance the Successful Start and Completion of Program and Policy Evaluations: The Injury & Violence Prevention (IVP) Program & Policy Evaluation Institute". Journal of MultiDisciplinary Evaluation 16, nr 37 (19.11.2020): 58–73. http://dx.doi.org/10.56645/jmde.v16i37.659.

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Background: Public health practitioners, including injury and violence prevention (IVP) professionals, are responsible for implementing evaluations, but often lack formal evaluation training. Impacts of many practitioner-focused evaluation trainings—particularly their ability to help participants successfully start and complete evaluations—are unknown. Objectives: We assessed the impact of the Injury and Violence Prevention (IVP) Program & Policy Evaluation Institute (“Evaluation Institute”), a team-based, multidisciplinary, and practitioner-focused evaluation training designed to teach state IVP practitioners and their cross-sector partners how to evaluate program and policy interventions. Design: Semi-structured interviews were conducted with members of 13 evaluation teams across eight states at least one year after training participation (24 participants in total). Document reviews were conducted to triangulate, supplement, and contextualize reported improvements to policies, programs, and practices. Intervention: Teams of practitioners applied for and participated in the Evaluation Institute, a five-month evaluation training initiative that included a set of online training modules, an in-person workshop, and technical support from evaluation consultants. Main Outcome Measure(s): The successful start and/or completion of a program or policy evaluation focused on an IVP intervention. Results: Of the 13 teams studied, a total of 12 teams (92%) reported starting or completing an evaluation. Four teams (31%) reported fully completing their evaluations; eight teams (61%) reported partially completing their evaluations. Teams identified common facilitators and barriers that impacted their ability to start and complete their evaluations. Nearly half of the 13 teams (46%) – whether or not they completed their evaluation – reported at least one common improvement made to a program or policy as a result of engaging in an evaluative process. Conclusion: Practitioner-focused evaluation trainings are essential to build critical evaluation skills among public health professionals and their multidisciplinary partners. The process of evaluating an intervention—even if the evaluation is not completed—has substantial value and can drive improvements to public health interventions. The Evaluation Institute can serve as a model for training public health practitioners and their partners to successfully plan, start, complete, and utilize evaluations to improve programs and policies. Keywords: Evaluation; injury; multidisciplinary partnerships; practitioner-focused evaluation training; professional development; program and policy evaluation; public health; technical assistance; violence

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Herdha, Romeo, Rafli Firmansyah Kurniawan, Waming Gading, M. Irsyad Muttaqin i Kaniati Amalia. "Evaluasi Program Pendidikan". TSAQOFAH 4, nr 4 (6.06.2024): 3039–44. http://dx.doi.org/10.58578/tsaqofah.v4i4.3143.

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Program evaluation is an activity that aims to collect information from an implementation and a process in an organization consisting of a group of people who participate in decision making. This research uses a literature review method from e-book journals. The purpose of this article is to help teachers in preparing evaluations in an educational program in a school institution. The results of our research, namely analysis of school program evaluation results, show the extent of school program achievements in the previous year. Various policies in the education sector are also presented as a reference for preparing evaluations. The results of this analysis are the starting point for evaluating school programs in previous and subsequent years as well as steps that supervisors must take.

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Sa, Yongjin. "Flexible Work Arrangements Program Implementation Evaluation". Advances in Social Sciences Research Journal 8, nr 5 (11.05.2021): 63–70. http://dx.doi.org/10.14738/assrj.85.10154.

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This research primarily focuses on construction of the program evaluation proposal for the flexible work arrangements. In order to make the program evaluation design, this paper specifically discusses evaluation questions and data collection analysis regarding three kinds of evaluations including needs assessment, implementation evaluation, formative evaluation, and summative evaluation. Furthermore, the expected positive effects and main functions of the flexible work arrangements program evaluation are also suggested.

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Fernández-Ballesteros, Rocío, Evert Vedung i Erwin Seyfried. "Psychology in Program Evaluation". European Psychologist 3, nr 2 (czerwiec 1998): 143–54. http://dx.doi.org/10.1027/1016-9040.3.2.143.

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This paper sheds light on the issue of how psychology is involved in program evaluation. Several contributions of psychology to this methodological discipline are discussed. Using examples taken from the evaluation of European human-resources programs, the authors emphasize the role of behavioral and subjective variables. Also, the paper contends that the fundamental types of use debated in the evaluation literature can be enriched and clarified if notions from psychological theory are used. Finally, it is pointed out that although psychology is one of the social sciences traditionally involved in program evaluation, in the European context, psychologists seem to be almost absent from the evaluation of European programs. It is therefore suggested that European psychology and psychologists must make their presence more strongly felt in program evaluation.

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Walker, Stacy E., Thomas G. Weidner i Kirk J. Armstrong. "Evaluation of Athletic Training Students' Clinical Proficiencies". Journal of Athletic Training 43, nr 4 (1.07.2008): 386–95. http://dx.doi.org/10.4085/1062-6050-43.4.386.

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Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n = 337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n = 191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189 = 2.866, P = .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation.

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Duerden, Mat D., i Peter A. Witt. "Evaluating Youth Programs: An Overview of Practitioner Led Evaluations". Journal of Youth Development 5, nr 1 (1.03.2010): 112–17. http://dx.doi.org/10.5195/jyd.2010.236.

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Youth programs are prime contexts for the intentional facilitation of positive development. However, not all youth programs achieve positive outcomes equally. In order to promote the identification and dissemination of the characteristics and processes of effective youth programs, increased focus needs to be given to program evaluation. This article briefly reviews the main tenets of evaluation science in order to provide practitioners a roadmap for conducting their own evaluations. This includes an overview of different types of evaluations and key issues to consider when constructing an evaluation strategy such as targeting outcomes and developing program logic models.

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Yasin, Ali M. Al, Abdulmajeed Al Shehah, Shini Cherian i Margaret Elizabeth Aitchison. "Program Evaluation: Nursing Informatics Structured Training Program". Saudi Journal of Nursing and Health Care 6, nr 07 (11.07.2023): 202–10. http://dx.doi.org/10.36348/sjnhc.2023.v06i07.002.

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In today’s healthcare system, informatics has become an essential part of the infrastructure to improve access to health information, make patient care safer, decrease health care costs, and improve outcomes. The evaluation of these services is an important component of these programs and health professionals should have the requisite knowledge, confidence, and skills to evaluate the impact of the services they provide. However, Nursing staff are seldom adequately prepared by their training or work experience to do this well. In this article the researchers provide a suitable framework and guidance to enable nursing staff to appropriately undertake useful program evaluation. We introduced and discussed Program Evaluation and provided guidelines for its implementation. The framework presented distinguishes program evaluation from research and encourages nursing staff to apply an evaluative judgment, in order that value the merit, worth, and significance of programs can be made. Examples from our evaluation practice are drawn on to illustrate how program evaluation can be used across the Nursing care scope.

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Adjognon, Omonyêlé L., Jennifer L. Sullivan, Ann Hendricks i Carol VanDeusen Lukas. "Lessons Learned From a Multisite Evaluation of Geriatric and Extended Care Programs". Health Promotion Practice 20, nr 5 (8.06.2018): 778–84. http://dx.doi.org/10.1177/1524839918781332.

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With the increased use of multisite evaluation and implementation studies in health care, our team of evaluators reflects on our evaluation of a large-scale multiyear geriatric and extended care program implementation. We share lessons from conducting multiple rounds of data collection, analyses, and reporting. We also identify some key factors that can facilitate or hinder multisite evaluation efforts involving programs with different models of implementation. This article strives to improve the quality of large-scale evaluations of health programs implementation. Knowledge gained from this complex evaluation will inform public health programs funders, implementers, and key program staff to better plan for, engage in, and benefit from effective complex evaluations to promote health in diverse settings.

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Stake, Robert E. "Program Evaluation Particularly Responsive Evaluation*". Journal of MultiDisciplinary Evaluation 7, nr 15 (26.11.2010): 180–201. http://dx.doi.org/10.56645/jmde.v7i15.303.

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Rama, Jennifer A., Carla Falco i Dorene F. Balmer. "Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education". Journal of Graduate Medical Education 10, nr 5 (1.10.2018): 587–90. http://dx.doi.org/10.4300/jgme-d-18-00043.1.

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ABSTRACT Background Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program. Methods As part of the Inquire and Imagine phases, the authors developed an interview guide that aligned with Appreciative Inquiry concepts. Two faculty members conducted semistructured interviews with a convenience sample of 11 of 14 fellowship alumni. Interviews were audiotaped, transcribed, and reviewed. A summary of the findings was presented to the Program Evaluation Committee, which then directed the Innovate and Implement phases. Results Appreciative Inquiry was acceptable to the alumni and feasible with the authors' self-directed learning approach and minimal administrative and financial support. In the Inquire phase, alumni identified program strengths and successes. In the Imagine phase, alumni identified program changes that could aid transition to independent practice for future fellows (an identified program goal). Based on the results of the Appreciative Inquiry, program leadership and the Program Evaluation Committee selected improvements for implementation. Conclusions For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.

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McLaughlin, Jacqueline E., Rebekah L. Layton, Paul B. Watkins, Robert A. Nicholas i Kim L. R. Brouwer. "Developing evidence-based resources for evaluating postgraduate trainees in the biomedical sciences". PLOS ONE 17, nr 12 (13.12.2022): e0278297. http://dx.doi.org/10.1371/journal.pone.0278297.

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Postgraduate trainees elevate the academic strength of institutions by conducting research, promoting innovation, securing grant funding, training undergraduate students, and building alliances. Rigorous and systematic program evaluation can help ensure that postgraduate training programs are achieving the program’s intended outcomes. The purpose of this project was to develop evidence-based evaluation tools that could be shared across federally funded biomedical training programs to enhance program evaluation capacity. This manuscript describes the evidence-based process used to determine program evaluation needs of these programs at a research-intensive university. Using a multi-phased sequential exploratory mixed methods approach, data were collected from trainees, employers, leaders, and program directors. Data analyses included document analysis of program plans, inductive coding of focus groups and interviews, and descriptive analysis of surveys. Two overarching categories–Trainee Skills and Program Characteristics—were identified including six themes each. Program directors prioritized communication, social and behavioral skills, and collaboration as the trainee skills that they needed the most help evaluating. Furthermore, program directors prioritized the following program characteristics as those that they needed the most help evaluating: training environment, trainee outcomes, and opportunities offered. Surveys, interview scripts, and related resources for the categories and themes were developed and curated on a publicly available website for program directors to use in their program evaluations.

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Yanto, Murni. "EVALUATION OF QUALITY ASSURANCE PROGRAM". IJHCM (International Journal of Human Capital Management) 1, nr 02 (1.12.2017): 146–52. http://dx.doi.org/10.21009/ijhcm.01.02.16.

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This study is to investigate the implementation of the evaluation program of quality assurance State Islamic High School Curup. This study design is evaluative survey. In this study, the level of implementation of the evaluation results are divided into five categories, namely: excellent, good, average, less, much less. The results of the evaluation study the implementation of quality assurance programs included in both categories. Program quality assurance Sekolah Tinggi Agama Islam Negeri Curup necessary to repair all fronts, this can be illustrated as follows: (1) Basic policy program quality assurance, (2) resource program quality assurance, (3) implementation of the guarantee program, (4) Results the achievement of a quality assurance program. The results of the study suggested the central quality assurance to be able to follow up on some of the findings, especially concerning the quality assurance program resources, training and dissemination of quality, and implement improved quality assurance program so that the process of quality assurance programs to be more effective.Keywords : Evaluation, Implementation of the quality program, CIPP

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Yanto, Murni. "EVALUATION OF QUALITY ASSURANCE PROGRAM". IJHCM (International Journal of Human Capital Management) 1, nr 02 (1.12.2017): 146–52. http://dx.doi.org/10.21009/ijhcm.012.16.

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This study is to investigate the implementation of the evaluation program of quality assurance State Islamic High School Curup. This study design is evaluative survey. In this study, the level of implementation of the evaluation results are divided into five categories, namely: excellent, good, average, less, much less. The results of the evaluation study the implementation of quality assurance programs included in both categories. Program quality assurance Sekolah Tinggi Agama Islam Negeri Curup necessary to repair all fronts, this can be illustrated as follows: (1) Basic policy program quality assurance, (2) resource program quality assurance, (3) implementation of the guarantee program, (4) Results the achievement of a quality assurance program. The results of the study suggested the central quality assurance to be able to follow up on some of the findings, especially concerning the quality assurance program resources, training and dissemination of quality, and implement improved quality assurance program so that the process of quality assurance programs to be more effective.Keywords : Evaluation, Implementation of the quality program, CIPP

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Iqbal, Muhammad, Wardatun Thaibah Marpaung, Sifa Maulida, Dita Oktaviani i Tasya Widyana. "Evaluasi Program Pendidikan". Indo-MathEdu Intellectuals Journal 5, nr 3 (12.07.2024): 3904–11. http://dx.doi.org/10.54373/imeij.v5i3.1465.

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A comprehensive evaluation aims to identify the strengths and weaknesses of the program, thus allowing for informed decision-making for improvement and development. This study aims to analyze the concepts, objectives, principles, steps, supporting factors, inhibiting factors, and solutions to overcome inhibiting factors in the implementation of educational program evaluation. The research method used is a literature review, with a focus on literature review analysis that discusses the concepts and steps of evaluating educational programs, as well as factors that need to be considered in the evaluation. The results show that the evaluation of educational programs has the goal of assessing program effectiveness, identifying areas of improvement, and encouraging improvement in the quality of education. The evaluation of educational programs should be guided by the principle of objectivity and focus on the goals of the program. The steps that must be taken in the evaluation of educational programs include the preparation and implementation as well as monitoring of the evaluation of educational programs. Supporting factors for the evaluation of educational programs include clear and firm policies from the government and educational institutions. This policy includes evaluation standards that must be met, methodologies used, and evaluation implementation schedules Factors that hinder the evaluation of educational programs include a lack of resources, both in terms of finance and competent experts.

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MacDonald, William R., Krawetz i MacDonald. "The Threat of Evaluation in Research and Development". Canadian Journal of Program Evaluation 2, nr 1 (marzec 1987): 33–41. http://dx.doi.org/10.3138/cjpe.02.005.

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Abstract: Program evaluation, as practised by the evaluation community, is seldom performed on research and development (R&D) programs. Scientists and research managers are threatened by formal program evaluation, and therefore do not initiate or support evaluations. This threat is due to three major factors inherent in the scientific community or in organizations in general: the mythology of science, ignorance, and the fear of discovery. The evidence given here suggests that each factor consists of several issues, some being the myth that research programs cannot be evaluated, that managers and scientists do not know about evaluation methods, and that they are afraid of program changes and outside evaluators. The current situation is not expected to change without a fundamental shift within the R&D community itself.

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Munandar, Aris, Yulian Amanda Putri, Tina Siti Marfuah i Rulbadiyah Rulbadiyah. "Implementasi Evaluasi Program Pendidikan Islam: Analisis Peran, Bentuk dan Kendala Kepala Sekolah". Fitrah: Journal of Islamic Education 4, nr 2 (30.12.2023): 344–55. http://dx.doi.org/10.53802/fitrah.v4i2.585.

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Evaluation of the Islamic education program is the responsibility of the school principal, it aims to achieve the aspired educational goals. However, school principals often do not understand the role and forms of evaluation. This study aims to analyze the implementation of educational program evaluation at SD 92 Muara Kibul, focusing on three things, namely the role and constraints of school principals, as well as the form of program evaluation. The research method used is qualitative, with a narrative approach. Data collection used observation, interviews, and documentation studies. Data analysis through data collection, data reduction, data presentation, and conclusion drawing. The results revealed that the role of school principals in evaluating education programs is to design program evaluations, collect information from various sources, assess evaluation results, make improvements based on evaluation findings, involve teachers, students, and parents, build a positive attitude towards evaluation as a tool for improvement. The form of program assessment is divided into two, namely assessment according to standards and assessment based on Islamic programs. The obstacles faced are limited resources, time, lack of cooperation with external parties.

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Lee, Wonsuk. "Stakeholder Involvement in Program Evaluation". Korean Society for Educational Evaluation 36, nr 3 (30.09.2023): 343–63. http://dx.doi.org/10.31158/jeev.2023.36.3.343.

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As the critics of traditional program evaluation centered on quantitative research methods in the 60s and 70s in the U.S. were raised, stakeholder involvement was widely recognized as a solution in the program evaluation field in the 2000s. However, issues such as which stakeholders are involved and the depth of stakeholder involvement have been raised. Especially, in the case of Korea, there seems to be a lack of discussion on the needs and procedures of stakeholder involvement. This article investigated the meaning and necessity of stakeholder involvement in program evaluation along with its background. Also, general ways that can be used by evaluators who want to apply stakeholder involvement in the actual evaluation were presented. In addition, implications of stakeholder involvement to current program evaluations in Korea were derived.

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Carr, Shelby, Amanda Burke, Angel Marie Chater, Neil Howlett i Andy Jones. "An Evolving Model of Best Practice in a Community Physical Activity Program: A Case Study of “Active Herts”". Journal of Physical Activity and Health 18, nr 12 (1.12.2021): 1555–62. http://dx.doi.org/10.1123/jpah.2021-0078.

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Background: Community-based physical activity programs typically evolve to respond to local conditions and feedback from stakeholders. Process evaluations are essential for capturing how programs are implemented, yet often fail to capture delivery evolution over time, meaning missed opportunities for capturing lessons learned. Methods: This research paper reports on a staged approach to a process evaluation undertaken within a community-based UK 12-month physical activity program that aimed to capture change and adaptation to program implementation. Twenty-five one-to-one interviews and 12 focus groups took place over the 3 years of program delivery. Participants included program participants, management, and service deliverers. Results: Program adaptations that were captured through the ongoing process evaluation included changes to the design of promotional material, program delivery content, ongoing training in behavior change, and the addition of regular participant community events. The authors address how these strands evolved over program delivery, and how the process evaluation was able to capture them. Conclusion: The pragmatic evaluation approach enabled changes in response to the local context, as well as improvements in the program to be captured in a timely manner, allowing the delivery to be responsive and the evaluation flexible.

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Teater, Barbra Ann. "A Qualitative Evaluation of the Section 8 Housing Choice Voucher Program". Qualitative Social Work 10, nr 4 (20.10.2010): 503–19. http://dx.doi.org/10.1177/1473325010371242.

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Research and evaluations on social programs often fail to consider the clients’ perspective, yet such perspectives are critical to ensure that the programs and policies best meet clients’ needs. Through individual interviews, this qualitative evaluation of the implementation of the Section 8 Housing Choice Voucher program, in a Midwestern city, USA, explored the recipients’ perspectives in relation to the program’s implementation and ability to meet their needs. The data analysis revealed detailed experiences in regard to program rules and priorities, stigma, and recipients’ outcomes, and recommendations in regard to customer service, understanding recipients’ circumstances, and program rules. Implications for social work practice and housing administrators are discussed, and evidence for clients’ experiences and perspectives in program evaluation is provided.

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Abdullah, Abdullah, Billy Tunas i Muhammad Entang. "INCLUSIVE EDUCATION PROGRAM DEVELOPMENT: PROGRAM EVALUATION". JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 5, nr 2 (29.07.2021): 203–7. http://dx.doi.org/10.33751/jhss.v5i2.3913.

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The objective of the research was to derive emphirical and analytical data. Additionally, to identify program implementation, substantif problems which affect context, input, process, and product (CIPP) in implementing inclusive education in elementary school. Evaluative Research Method with the CIPP Model approach developed by Stufflebeam (1967) was used. It was intended to evaluate the achievement of Program Implementation (Context, Input, Process, Product) to determine the success or failure of the program that has been implemented. The study was conducted at Education Office and Inclusive Education Provider Education Unit. Qualitative and quantitative data were collected using interviews, questionnaires, observations, documentation studies and focus group discussions, so that the data analyzed using the above methods succeeded in evaluating the components of the context, input, process, and product. Based on the results of the evaluation, the implementation of inclusive education in public elementary schools still needs the improvement in various aspects, especially in the components of Input, Process and Product, the results of this evaluation can be used as a reference for improvement in these components.

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Harvey, David. "Health Promotion: Evaluation Issues". Australian Journal of Primary Health 5, nr 4 (1999): 59. http://dx.doi.org/10.1071/py99051.

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The paper argues that the principles and theories of learning and behaviour change are integral to the success of health promotion programs. Four major principles associated with successful health promotion programs are introduced. The principles concern being sure about the reasons for embarking on health promotion programs, the importance of theory-based credibility, being clear about differences in forms of evaluations available to program leaders, and the importance of significant persons in achieving and maintaining program gains. Seven questions which should be asked of any proposed health promotion program are then outlined. They include asking how the principles of learning are to be incorporated in the program, how the need for change and the means of achieving change are to be communicated to the target groups, and how infrastructure needs within the target groups will be able to ensure maintenance of the changed behaviours once the program itself is finished.

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Zidane, Youcef J.-T., Bjørn Otto Elvenes, Knut F. Samset i Bassam A. Hussein. "System Thinking, Evaluations and Learning – Experience from Road Construction Megaproject in Algeria". Mediterranean Journal of Social Sciences 9, nr 3 (1.05.2018): 121–34. http://dx.doi.org/10.2478/mjss-2018-0054.

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Abstract Ex-post evaluation is starting to be recognized in the Algerian different government institutions (e.g., ministries); and evaluation is becoming part of any program or project for two main reasons, justify the legitimacy of the programs and projects, and collect lessons learned for the next similar programs and projects. On the other hand, academicians believe that programs and projects can be improved by conducting proper evaluations and extracting lessons learned. Program/Project evaluation is comprehensive evaluation, which mainly applies to ex-post evaluation. This paper will look closer at an ex-post evaluation of an Algerian highway megaproject based on PESTOL model, this evaluation is already conducted in the period of 2014 – 2016. Considering ex-post evaluation of projects has many purposes and among them is linked to learning and knowledge sharing and transfer. In this regard, the paper describes very briefly the approach used to the post project evaluation. In addition, link it to learning and to other types of evaluations – i.e., ex-ante, monitoring, midterm, terminal evaluations, and using system-thinking approach, and proposes a framework for learning in projects by evaluations. This paper is based on qualitative case study approach.

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park, donguk, Samkyun PAIK, Dukhoon Kwak i Kyeongae PARK. "Textbook Evaluation Program". Journal of Lifelong Learning Society 1, nr 2 (30.11.2005): 109–21. http://dx.doi.org/10.26857/jlls.2005.11.1.2.109.

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Windey, Maryann. "Residency Program Evaluation". Journal for Nurses in Professional Development 33, nr 3 (2017): 144–46. http://dx.doi.org/10.1097/nnd.0000000000000351.

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Thurstin, Adrian H. "Processing Program Evaluation". Contemporary Psychology: A Journal of Reviews 35, nr 2 (luty 1990): 163. http://dx.doi.org/10.1037/028282.

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patton, Michael Quinn. "Teaching Program Evaluation". Teaching Education 1, nr 1 (luty 1987): 73–55. http://dx.doi.org/10.1080/1047621870010118.

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Brollier, Chestina. "Program Evaluation Research". Occupational Therapy In Health Care 2, nr 4 (styczeń 1985): 105–12. http://dx.doi.org/10.1080/j003v02n04_12.

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Ginsburg, Alan L. "Revitalizing Program Evaluation". Evaluation Review 13, nr 6 (grudzień 1989): 579–97. http://dx.doi.org/10.1177/0193841x8901300602.

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Race, Kathryn E. H., Deborah F. Hotch i Todd Packer. "Rehabilitation Program Evaluation". Evaluation Review 18, nr 6 (grudzień 1994): 730–40. http://dx.doi.org/10.1177/0193841x9401800605.

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Norris, John M. "Language Program Evaluation". Modern Language Journal 100, S1 (styczeń 2016): 169–89. http://dx.doi.org/10.1111/modl.12307.

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Brollier, Chestina. "Program Evaluation Research". Occupational Therapy In Health Care 2, nr 4 (8.11.1985): 105–12. http://dx.doi.org/10.1300/j003v02n04_12.

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Lynch, D. C. "Macro program evaluation". Academic Medicine 72, nr 5 (maj 1997): 411–2. http://dx.doi.org/10.1097/00001888-199705000-00031.

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