Gotowe bibliografie tematyczne / School Evaluation

Gotowa bibliografia na temat „School Evaluation”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "School Evaluation"

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Sousa, Anabela Barros Pinto, i Manuela Terrasêca. "Processos de autoavaliação de escolas ou avaliação interna do sistema?" education policy analysis archives 23 (21.11.2015): 115. http://dx.doi.org/10.14507/epaa.v23.2085.

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Evaluation, in the current context of education policy, is an instrument of regulation of action. In Portugal, public schools evaluation focuses on the dimensions of self-evaluation and external evaluation, the articulation of both being normatively imposed and also encouraged in various evaluation, benchmarking, and monitoring initiatives. Based on document analysis of background documents and reports of evaluation of schools initiatives, this article presents the various concepts of school self-evaluation in those documents and reflects on the "self" dimension of this self-evaluation in Portuguese public schools as an exercise of autonomy and accountability. Since 2002, the guidelines for self-evaluating schools are known. Although the administrations continue to say that it is not intended to induce the process, models and tools for evaluating schools, particularly the External Evaluation of Schools (EES), have been carrying a soft orientation / regulation, since they call for the school to produce a discourse built around the analysis of dimensions that they impose. This "new form of governance", assuming itself as a form of regulation of this action, can become a form of self-evaluation as a discourse, more or less standardized, which is a part of (self)-evaluationt of the system, rather than a process of construction of negotiated and shared references in school. We aim to characterize this self-evaluation, from the EES's conceptual framework analysis, and study the dimensions in which it is applied, as well as to clarify its place in the evolution of the EES model.
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Cobbinah, Joseph E., i Emma Sarah Eshun. "School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana". SAGE Open 11, nr 2 (kwiecień 2021): 215824402110227. http://dx.doi.org/10.1177/21582440211022732.

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Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools.
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KURUM, Gul, i Sakir CINKIR. "An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development". Eurasian Journal of Educational Research 19, nr 83 (1.10.2019): 1–34. http://dx.doi.org/10.14689/ejer.2019.83.12.

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Muhammad Akram, Farrukh Munir i Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness". sjesr 4, nr 1 (17.03.2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Silva, Itamar Mendes da. "Self-evaluation and democratic management in school". Ensaio: Avaliação e Políticas Públicas em Educação 18, nr 66 (marzec 2010): 49–64. http://dx.doi.org/10.1590/s0104-40362010000100004.

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The purpose of this text is to discuss the Evaluation of Basic School and its interfaces with School Management, as well as the possible repercussions of this practice in decisions and actions in the institution quotidian. It presents the results of an investigation that focused on process of evaluation that count on the participation of fathers in four schools of Child Education and Initial Years of Fundamental Education in a medium sized city located in the metropolitan region of São Paulo. The analysis was concentrated in documents of evaluations carried out by the institutions themselves - secondary data. The study based conclusions that the process of evaluation in spot compounds the context of a Democratic Management in initial stage of construction, which expresses the contradictions between the proposals of the education system and the interests and needs of schools, but that constitutes an important piece for the promotion of a school where fathers/ mothers and school board search for a joining action.
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Hewitt, Michael P. "Self-Evaluation Accuracy among High School and Middle School Instrumentalists". Journal of Research in Music Education 53, nr 2 (lipiec 2005): 148–61. http://dx.doi.org/10.1177/002242940505300205.

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The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.
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Silva, Eliabe Bezerra de Oliveira. "Evaluation of School Learning: The Pedagogical Alignment of Evaluation Practices". Amadeus International Multidisciplinary Journal 1, nr 2 (13.03.2017): 17. http://dx.doi.org/10.14295/aimj.v1i2.10.

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This article deals with the relation between evaluation of school performance and other types of evaluation. The purpose of this paper is not to propose internal school evaluation as the central axis in the teaching-learning process, considering the ethical, political, pedagogical and social aspects throughout the evaluation process. The method was the direct observation of the evaluation routines, in state schools of Juazeiro do Norte-Ceará. Bibliographic research was also used to interpret the content. The arguments were constructed in order to renew the discussion on the subject, making possible new relations. The results led us to believe that the pedagogical alignment of school evaluation with other types of evaluation is an essential tool within a systemic view of education. There are interchangeable relations between these evaluations, with implications in the relations among the social actors, in a quest for social equity. Therefore, the bases of school evaluation tend to change, starting from an ethical and political stance, that begin at the local level, within the school. All forms of evaluation, internal and eternal, should contribute to consolidate the circle of communication between the social actors involved in schooling and to "feed" an information network in order to support more effective public education policies.
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McBride, Nyanda. "Health Promotion Evaluation and Research in Schools: Issues for Consideration". Australian Journal of Primary Health 5, nr 4 (1999): 37. http://dx.doi.org/10.1071/py99049.

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Schools offer an attractive means for health promotion practitioners interested in improving the health of young people and therefore schools play a critical role as a setting for health promotion and public health program implementation. As a consequence schools are also settings in which evaluation and research is undertaken. This paper will discuss some broad issues that the literature suggests are important considerations for evaluation and research undertaken in school settings and discusses some of the practical implications of these considerations. Evaluation of school health promotion requires a balance between systematic, regulated research design and the variable, uncontrolled environment inherent in naturalistic settings. A clear understanding about the nature of the school setting, coupled with an evaluation targeted at the appropriate research phase and incorporating lessons learnt from previous interventions are various issues that need to be considered in well planned evaluations. A planning approach that takes into consideration the evaluation issues raised in this paper will help to ensure that appropriate and useful interventions and evaluations are developed, which also play an important role in contributing to the development of the field as a whole.
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Baharudin, Parid, i Opik Taupik Kurahman. "The Evaluation of Students' Religious Development at School". Al-Tadzkiyyah: Jurnal Pendidikan Islam 13, nr 1 (27.05.2022): 99–114. http://dx.doi.org/10.24042/atjpi.v13i1.8222.

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This research aims to identify and analyze the fundamental concepts of evaluation in the development of student diversity in schools. The evaluation of the religious development program reveals how far students' religious development has progressed at school. This study utilized a qualitative approach with library research, in which data is collected from readings and then analyzed and concluded about the issues discussed. According to the findings, evaluating students' religious development in schools is carried out by assessing and measuring religious development programs in schools, both curricular and extracurricular. So it can be cConcluded, assessing and measuring students' religious development in schools focuses on assessing religiosity (spiritual), attitudes, and knowledge skills.
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Martišauskienė, Elvyda, i Snieguolė Vaičekauskienė. "Relationships at School: External Evaluation Angle". Pedagogika 121, nr 1 (22.04.2016): 83–100. http://dx.doi.org/10.15823/p.2016.06.

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A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.
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Rozprawy doktorskie na temat "School Evaluation"

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Chan, Yee-wah, i 陳綺華. "School self-evaluation: a whole school approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.

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Sullivan, Douglas Wayne. "School Superintendent Evaluation in Montana Public School Districts". Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/sullivan/SullivanD0505.pdf.

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The AASA 2000 Study of the American Superintendency indicated between 1950 and 1992 the median age of superintendents was 48 to 50. Since 1992 the median age of superintendents increased to 52.5, the oldest recorded median age for superintendents during the twentieth century. The results of this study indicated during the coming decade half of the nation's superintendents will retire. In 1999, the Montana School Boards Association, the School Administrators of Montana, the Certification and Standards and Practices Advisory Committee and the Department of Education at Montana State University, conducted a study that assessed school administrator shortages in Montana. The study indicated that 61.3% of districts had hired an administrator within the last three years. A study conducted by Dr. Dori Neilson (2002) for the Montana State Action for Education Leadership Project (SAELP) revealed that 48% of administrators in Montana school districts plan to retire within the next five years. Communication between the superintendent and school board is a mechanism that will improve relations between the parties and may increase superintendent longevity. A thorough performance appraisal of the superintendent can improve communication between board members and the superintendent. The problem addressed in this study is that it is unknown by state leaders and policy-makers to what degree, based on the perceptions of practicing Montana public school superintendents, evaluations of school superintendents in Montana are aligned to the Performance Domains identified by DiPaola and Stronge (2003). A t-test of Independent Samples revealed significant differences in several areas regarding alignment of current Montana superintendent evaluation practices to the Domains. An understanding of current practices for evaluating the superintendent in Montana revealed areas of improvement that will result in improved superintendent evaluation practices. Evaluations that improve communication between school boards and superintendents of Montana school districts will provide a framework to increase superintendent longevity and decrease the need to hire a superintendent in a job market that is experiencing a shortage of qualified candidates. This study provides recommendations for revisions of policies and laws governing evaluation of Montana superintendents and training of Montana school board members in superintendent evaluation.
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Ozdemir, Pinar. "Ergonomic Evaluation Of School Busses". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615668/index.pdf.

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In this study, perceived comfort and discomfort regarding school busses is assessed with the main focus on students. A total of 149 students and 38 drivers from a private school in Ankara was chosen participated in the study. Two different surveys were conducted on students and drivers separately, in order to assess perceived comfort and discomfort and suitability of the seat design features. Using SPSS Software to analyze the data, factors contributing to safety, driver distraction, perceived discomfort and perceived comfort were investigated. Bus seat comfort is found to be the most influential factor on the general assessment of bus comfort. Although no evidence of significant discomfort related to specific body parts such as neck, shoulders, back, thigh or legs is found, in-depth analysis revealed that seat features such as seat pan cushion firmness or armrest height are in correlation with seat comfort.
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Cheeseman, Caroline. "School evaluation : a comparative analysis". Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293230.

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Lindberg, Viktor. "Evaluation of School Timetabling Algorithms". Thesis, Umeå universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128602.

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Most schools have the problem that they need to organise the meetings between students and teachers in lectures and place these lectures in a timetable. Four different algorithms that can be used to solve this problem will be evaluated in this thesis. The algorithms are Simulated Annealing, Particle Swarm Optimisation, Hyper-Heuristic Genetic Algorithm and Iterated Local Search. In this thesis a description of the algorithms will be given and then evaluated by running them on a set of different known timetabling problems and have their results compared with each other to find out which algorithm is best suited for use in a potential end-user application. Simulated Annealing combined with Iterated Local Search gave the best resultsin this thesis.
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Hanley, Daniel Miller. "School-based evaluation in Norway". Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337098.

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Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.

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Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle-grade students before and after program participation using the Children's Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students
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Gehrking, Gene C. (Gene Clarence). "Strategic Planning: Process and Evaluation". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279126/.

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Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.
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Nyagowa, Hesbon O. "Evaluation of NEPAD’s pilot e-schools in Kenya". Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1234.

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Submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy in Library and Information Science, Department Of Information Studies, Faculty of Arts, University of Zululand, South Africa 2012.
This study was conducted to evaluate the success of the pilot phase of the NEPAD e-School project in Kenya. The specific objectives were to: establish the ICT infrastructure installed in the e-Schools and determine the infrastructure‟s quality, accessibility and suitability for enhancing teaching and learning; determine the effectiveness of the training imparted to teachers and students to enable them to constructively engage with the installed ICT infrastructure in teaching and learning; establish the extent to which e-School infrastructure is being used to enhance teaching and learning and provide health information; determine the extent to which e-School users (students and teachers) felt that the e-Schools were preparing students to function in the global economy; and establish the extent to which the e-School improves the efficiency of school management and the processes of teaching and learning. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included. Chevakali High School, Isiolo Girls Secondary School, Maranda High School, Menengai Secondary School, Mumbi Girls Secondary School and Wajir Girls Secondary School and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques that involved stratification based on the number of students in each school, the number in each class level (forms I, II, III and IV), and gender in the case of Menengai Secondary School. Data was collected using an observation schedule, interview schedule and questionnaire. Observations were made of the infrastructure installed in the e-Schools with specific attention to computer laboratories, computer hardware, networking accessories, and presentation and communication equipment. The interviews were conducted with the principals of the e-Schools and self-administered questionnaires were hand-delivered to students and teachers. The collected data was edited and cleaned. An analysis of quantitative data was done using the Statistical Package for Social Sciences (SPSS) together with Microsoft Excel, while qualitative data was analyzed using content analysis. Descriptive statistics and non-parametric tests assisted with the rejection or acceptance of the hypotheses. xviii The study established that all six of the e-Schools had installed the basic computing facilities required for integrating ICT in teaching and learning. All the e-Schools had VSAT for internet access via satellite in computer laboratories in which a variable number of computers were installed. The computers were networked using structured cabling into a LAN, and the LANS were linked into a WAN through the VSATs. The computer laboratories also had smart televisions, smart boards and LCD projectors. The study revealed that the conceptualized E-School Success Model is valid for the evaluation of the e-School. All seven of the dimensions were found to correlate well with e-School success, with Cronbach‟s alpha values above 0.4. It was further revealed that students and teachers were trained in the use of e-School infrastructure and they were using the ICT infrastructure for teaching and learning. Students found learning with integrated ICT enjoyable, and it appeared to improve their performances. Using document analysis, performance improvement was confirmed in four out of six of the e-Schools. The other two e-Schools experienced decline in academic performance over the period 2005 and 2010. It also seemed as though e-School infrastructure had enabled students and teachers to collaborate and had contributed to their teamwork skills. By testing hypotheses the study revealed that six of the seven dimensions of the E-School Success Model contribute towards the success of the e-School. It was established that the user satisfaction dimension does not contribute towards the success of the e-School. Three variables for measuring the user satisfaction dimension - the ability of the e-School system to facilitate discussion between students, their peers and teachers; sharing what students learn with the learning community; and overall satisfaction with the e-School - were poorly rated and could not support the rejection of the hypothesis that high user satisfaction does not contribute to the success of the e-School. The study concluded that the E-School Success Model is a good model for the evaluation of e-Schools. In addition, the NEPAD e-School project in Kenya has considerable potential for success. Having identified the aspects limiting its level of success, it was recommended that stakeholders should continue investing in the NEPAD e-School project as the gaps highlighted in the study are addressed. Further studies on the impact of e-School benefits are recommended.
University of Zululand
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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers". Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.

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Książki na temat "School Evaluation"

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

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Ofsted. School evaluation matters. London: Ofsted, 1998.

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Wick, John W. School-Based Evaluation. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4221-9.

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Selecky, Mary. Surveillance evaluation report. Olympia, WA: Washington State Department of Health, 1998.

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Selecky, Mary. Surveillance evaluation report. Olympia, WA (P.O. Box 47880, Olympia 98504-7880): Washington State Dept. of Health, 1998.

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Grade your child's school. Hawthorne, NJ: Career Press, 1995.

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Radnor, Hilary A. Evaluation: A training manual for school based evaluations. Oxford: Pergamon Press, 1990.

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Bonfield, Grenville James Reginald. School evaluation: An investigation into school evaluation schemes with special attention to self- evaluation. Uxbridge: Brunel University, 1989.

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New England Association of Schools and Colleges. Commission on Independent Schools. Manual for school evaluation. Wyd. 7. Bedford, Mass. (209 Burlington Rd., Bedford 01730-1433): The Commission, 1994.

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Evaluation for school development. Milton Keynes [England]: Open University Press, 1989.

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Części książek na temat "School Evaluation"

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Wick, John W. "An Overview and Some Foundations". W School-Based Evaluation, 1–14. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_1.

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Wick, John W. "Self-Report and Typical Performance Measures". W School-Based Evaluation, 239–59. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_10.

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Wick, John W. "The Evaluate-Your-Instruction Process". W School-Based Evaluation, 15–34. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_2.

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Wick, John W. "The Evaluation of Productivity, Quality, and Quality-with-Equity in Education". W School-Based Evaluation, 35–59. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_3.

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Wick, John W. "The Learning Event: A High School’s Math Program for the College Bound". W School-Based Evaluation, 61–90. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_4.

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Wick, John W. "The Learning Event: The Reading Comprehension Program in a K-8 Elementary School". W School-Based Evaluation, 91–124. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_5.

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Wick, John W. "An Objectives-Driven Example: Certain Language Arts Basic Skills". W School-Based Evaluation, 125–58. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_6.

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Wick, John W. "A Cross-Cutting, Interdisciplinary Learning Event: The Character Development of the Students in a K-12 District". W School-Based Evaluation, 159–82. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_7.

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Wick, John W. "Testing Issues Germane to Evaluating Your Instruction". W School-Based Evaluation, 183–202. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_8.

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Wick, John W. "Instructional Monitoring with Maximum Performance Tests". W School-Based Evaluation, 203–38. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_9.

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Streszczenia konferencji na temat "School Evaluation"

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Serrano, Nicolas, Carmen Blanco, Francisco Carias i Enrique Reina. "Information from Automated Evaluation in an Engineering School". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8132.

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The paper introduces the need for automated evaluation and presents the experience of automating all the evaluations of a course in Computer Science in the sophomore year of an engineering degree. First, the paper describes the features needed and developed for that course and the positive results for both professors and students. The main advantage of automated evaluation is that it allows real continuous grading for all types of activities: short answers and exercises during the class, homework, short exercises evaluated every 10 days in class, medium term evaluations and the final grade for the course. A significant benefit of this practice is that it allows the professor, from the very beginning of the course, to monitor how the students perform each task. The professor can see in real time the marks of an exercise or evaluation, the global evolution of the class or the status of a specific student. The students also have immediate feedback from their exercises and the total points obtained at any given time providing greater involvement in the course.
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Votava, Jiri, i Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Sepriani, Rika, i Bobby Oktariza. "School’s Health Clinic Evaluation in a Primary School of Solok". W 1st International Conference of Physical Education (ICPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200805.009.

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Teli, Despoina, Mark F. Jentsch, Patrick A. B. James i AbuBakr S. Bahaj. "Overheating Risk Evaluation of School Classrooms". W World Renewable Energy Congress – Sweden, 8–13 May, 2011, Linköping, Sweden. Linköping University Electronic Press, 2011. http://dx.doi.org/10.3384/ecp110571821.

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"Evaluation of School Zone Improvement Scheme". W 6th Annual International Conference on Architecture and Civil Engineering (ACE 2018). Global Science and Technology Forum, 2018. http://dx.doi.org/10.5176/2301-394x_ace18.55.

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Petrů Puhrová, Barbora. "SCHOOL SELF-EVALUATION PROCESS IN THE AREA OF SCHOOL-FAMILY COOPERATION". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0886.

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MALIŠOVÁ, Daniela, i Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools". W Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Trianto, Agus, i Ria Ariesta. "Program Evaluation of School Literacy Movement at Primary Schools in Bengkulu City". W International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.005.

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Soeprijanto, Soeprijanto, i Gina Femalia. "Evaluation of nature school in Indonesia using illuminative evaluation model". W THE 9TH INTERNATIONAL CONFERENCE ON GLOBAL RESOURCE CONSERVATION (ICGRC) AND AJI FROM RITSUMEIKAN UNIVERSITY. Author(s), 2018. http://dx.doi.org/10.1063/1.5061858.

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Raporty organizacyjne na temat "School Evaluation"

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Schaffner, Julie, Paul Glewwe i Uttam Sharma. Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal. International Initiative for Impact Evaluation (3ie), wrzesień 2021. http://dx.doi.org/10.23846/pw3ie135.

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Wesolek, Michael L. Evaluation of the Effectiveness of Flight School XXI. Fort Belvoir, VA: Defense Technical Information Center, marzec 2007. http://dx.doi.org/10.21236/ada465655.

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Green, Terrence. Title I Evaluation System, Maple Lane High School. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1559.

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Arcidiacono, Peter, Karthik Muralidharan, Eun-young Shim i John Singleton. Experimentally Validating Welfare Evaluation of School Vouchers: Part I. Cambridge, MA: National Bureau of Economic Research, lipiec 2021. http://dx.doi.org/10.3386/w29077.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska i Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Hardee, Erin, Amy Cameron, Ali Floyd i Diane Kennedy. University of Dundee, School of Life Sciences: Our Evaluation Story. University of Dundee, luty 2020. http://dx.doi.org/10.20933/100001155.

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Maruyama, Asako, Nina Blöndal, Nyamdavaa Yondonjamts, Altantuya Tseveen, Turmunkh Purevsambuu, Narantsatsral Danzan i Munkhjin Bayansan. Impact Evaluation Baseline Survey of School Dormitory Environment in Mongolia. Manila, Philippines: Asian Development Bank, grudzień 2019. http://dx.doi.org/10.22617/tcs190595-2.

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Taylor, Eric. Employee Evaluation and Skill Investments: Evidence from Public School Teachers. Cambridge, MA: National Bureau of Economic Research, listopad 2022. http://dx.doi.org/10.3386/w30687.

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Enscore, Susan, Ellen Hartman i Julie Webster. Inventory and evaluation for Fort Riley Elementary School (#104) and Custer Hill Elementary School (#6344), Fort Riley, Kansas. Construction Engineering Research Laboratory (U.S.), czerwiec 2017. http://dx.doi.org/10.21079/11681/22623.

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Chegwin, Valentina, Cynthia Hobbs i Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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