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Статті в журналах з теми "Evaluation in education"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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1

Gonçalves, Francisco, and Ágata Aranha. "Science evaluation methods in physical education courses." Avaliação: Revista da Avaliação da Educação Superior (Campinas) 16, no. 3 (November 2011): 731–44. http://dx.doi.org/10.1590/s1414-40772011000300013.

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

2

Harwell, Michael R., Mary Lee Herrick, Deborah Curtis, Daniel Mundfrom, and Karen Gold. "Evaluating Statistics Texts Used in Education." Journal of Educational and Behavioral Statistics 21, no. 1 (March 1996): 3–34. http://dx.doi.org/10.3102/10769986021001003.

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

3

Ning, Guirong. "Evaluation Criteria for Quality Education of Physical Education Lessons Based on Logical Analysis." International Journal of Emerging Technologies in Learning (iJET) 16, no. 21 (November 15, 2021): 87. http://dx.doi.org/10.3991/ijet.v16i21.26867.

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

4

Aydin, Aydan. "Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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5

Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (December 1, 2014): 605–16. http://dx.doi.org/10.53543/jeps.vol8iss4pp605-616.

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

6

Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (December 1, 2014): 605. http://dx.doi.org/10.24200/jeps.vol8iss4pp605-616.

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

7

Eriksson, Håkan. "Quality Assessment of Medical Research and Education." International Journal of Technology Assessment in Health Care 8, no. 3 (1992): 479–89. http://dx.doi.org/10.1017/s0266462300013763.

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

8

ANDRONIC, Răzvan-Lucian, and Anca-Olga ANDRONIC. "EVALUATION AND SOCIAL INFLUENCE IN SCHOOL EDUCATION." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 505–8. http://dx.doi.org/10.19062/2247-3173.2016.18.2.2.

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9

Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore, and Dr Pawar Ashok Shankarrao. "Formative Evaluation: Action Plan for Primary Education." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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10

Supovitz, Jonathan A., and Brooke Snyder Taylor. "Systemic Education Evaluation." American Journal of Evaluation 26, no. 2 (June 2005): 204–30. http://dx.doi.org/10.1177/1098214005276286.

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11

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 2 (April 2005): 185. http://dx.doi.org/10.1097/00011363-200504000-00012.

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12

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 3 (July 2005): 286. http://dx.doi.org/10.1097/00011363-200507000-00013.

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13

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 4 (October 2005): 407. http://dx.doi.org/10.1097/00011363-200510000-00017.

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14

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 1 (January 2006): 89. http://dx.doi.org/10.1097/00011363-200601000-00011.

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15

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 3 (July 2006): 296. http://dx.doi.org/10.1097/00011363-200607000-00011.

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16

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 4 (October 2006): 390. http://dx.doi.org/10.1097/00011363-200610000-00011.

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17

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 1 (January 2007): 88. http://dx.doi.org/10.1097/00011363-200701000-00011.

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18

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 2 (April 2007): 205. http://dx.doi.org/10.1097/01.tld.0000269935.49375.de.

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19

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 3 (July 2007): 293. http://dx.doi.org/10.1097/01.tld.0000285363.07996.82.

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20

Christensen, Nedra K., Elaine Boswell King, and Laura Prestwich. "Diabetes Education Evaluation." Topics in Clinical Nutrition 15, no. 4 (September 2000): 31–40. http://dx.doi.org/10.1097/00008486-200015040-00005.

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21

Hidayat, Didin Nuruddin. "Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model." IJECA (International Journal of Education and Curriculum Application) 1, no. 2 (August 30, 2018): 14. http://dx.doi.org/10.31764/ijeca.v1i2.2118.

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Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

22

Braun, Gerald. "Evaluating Entrepreneurship Education Programmes in Developing Countries." Industry and Higher Education 26, no. 3 (June 2012): 193–205. http://dx.doi.org/10.5367/ihe.2012.0095.

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Although a great deal of time, resources and effort goes into the education of potential or existing entrepreneurs, our knowledge of the effects of this education is still rather limited. It can be argued that an imbalance exists between the substantial amount of finance and manpower invested in entrepreneurship education programmes and the very limited amount of resources invested in the evaluation of these programmes (that is, in analyses of their impact). Based on intercultural research and the personal experiences of the author in the evaluation of entrepreneurship education programmes (EEPs) in developing countries, this paper analyses competing approaches of entrepreneurship education; develops a methodological framework for evaluating these approaches; discusses the main findings of EEP evaluation studies carried out in Brazil, Chile, Kenya, the Philippines and Vietnam; presents ‘lessons learned’ with respect to theoretical and methodological foundations of EEP evaluations and practical problems concerning their implementation; and draws general conclusions for future research and practice. The intercultural evaluations are based on a ‘most different systems’ approach, applying a mix of quantitative (questionnaires with open and closed questions) and qualitative (in-depth interviews, on-site-visits, focus-group discussions) tools of social research.

23

Shapiro, Joan Poliner. "Participatory Evaluation: Towards a Transformation of Assessment for Women’s Studies Programs and Projects." Educational Evaluation and Policy Analysis 10, no. 3 (September 1988): 191–99. http://dx.doi.org/10.3102/01623737010003191.

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This paper addresses some of the concerns inherent in evaluating women’s studies programs and projects. It focuses on the following four areas: a) discussion of objections raised by feminists about traditional forms of assessment; b) consideration of criticisms of traditional evaluations expressed by nontraditional evaluators; c) description of the strengths and weaknesses of illuminative evaluation as an alternative approach to assessing women’s studies programs; and d) introduction of a new model of evaluation which is herein termed “participatory evaluation.” Participatory evaluation is a process allowing for the use of both qualitative and quantitative methodologies. It recognizes the importance of the evaluator’s role as knowledgeable insider rather than neutral outsider and facilitates development of trust between assessor and those being assessed. Evaluations based on trust permit a highly interactive form of assessment. Participatory evaluation is not only compatible with feminist theory and practice, but it is also appropriate for the assessment of women’s studies programs and projects.

24

Kelly, Michael S., Christopher J. Mooney, Justin F. Rosati, Melanie K. Braun, and Robert Thompson Stone. "Education Research: The Narrative Evaluation Quality Instrument." Neurology 94, no. 2 (January 13, 2020): 91–95. http://dx.doi.org/10.1212/wnl.0000000000008794.

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ObjectiveDetermining the quality of narrative evaluations to assess medical student neurology clerkship performance remains a challenge. This study sought to develop a tool to comprehensively and systematically assess quality of student narrative evaluations.MethodsThe Narrative Evaluation Quality Instrument (NEQI) was created to assess several components within clerkship narrative evaluations: performance domains, specificity, and usefulness to learner. In this retrospective study, 5 investigators scored 123 narrative evaluations using the NEQI. Inter-rater reliability was estimated by calculating interclass correlation coefficients (ICC) across 615 NEQI scores.ResultsThe average overall NEQI score was 6.4 (SD 2.9), with mean component arm scores of 2.6 for performance domains (SD 0.9), 1.8 for specificity (SD 1.1), and 2.0 for usefulness (SD 1.4). Each component arm exhibited moderate reliability: performance domains ICC 0.65 (95% confidence interval [CI] 0.58–0.72), specificity ICC 0.69 (95% CI 0.61–0.77), and usefulness ICC 0.73 (95% CI 0.66–0.80). Overall NEQI score exhibited good reliability (0.81; 95% CI 0.77–0.86).ConclusionThe NEQI is a novel, reliable tool to comprehensively assess the quality of narrative evaluation of neurology clerks and will enhance the study of interventions seeking to improve clerkship evaluation.

25

Koch, Fernando, and Chaitanya Rao. "Towards Massively Personal Education through Performance Evaluation Analytics." International Journal of Information and Education Technology 4, no. 4 (2014): 297–301. http://dx.doi.org/10.7763/ijiet.2014.v4.417.

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26

Minulina, Alsu Rafaelevna. "Education and Technology Entrepreneurship: Projects, Technologies, and Evaluation." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 608–15. http://dx.doi.org/10.5373/jardcs/v12sp3/20201298.

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27

Jain, Chandana, Renu Shrivastav, and G. Tejovathi G. Tejovathi. "Evaluation of Relationship between Education and Human Health." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/29.

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28

Saito, Daisuke, Risei Yajima, Hironori Washizaki, and Yoshiaki Fukazawa. "Validation of Rubric Evaluation for Programming Education." Education Sciences 11, no. 10 (October 19, 2021): 656. http://dx.doi.org/10.3390/educsci11100656.

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In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.

29

Ruškytė, Lect Dr Džiuljeta, Habil Marijona Barkauskaitė, and Prof Dr Vytas Navickas. "Multiple Criteria Evaluation of Influence of Components of Entrepreneurship Education Programmes on Formation of Competencies." European Journal of Economics and Business Studies 8, no. 1 (May 19, 2017): 176. http://dx.doi.org/10.26417/ejes.v8i1.p176-185.

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The article substantiates the concept of entrepreneurship education from the holistic perspective, which is interpreted in the context of education in its broad meaning and is related to knowledge, abilities of economics and business, value orientations, personal traits and their comprehensive development. The significance of content areas of the General Education Curriculum to development of entrepreneurship skills in schools of general education in Lithuania was analysed. Multiple criteria evaluation, based on expert evaluations, was applied for evaluation of significance of areas of the programme content mathematically processing and systemising the data. The significance of areas of programme content evaluated by experts was established using methods of indirect evaluation (ranking) and direct evaluation (percentage expression). The research showed that the data of expert evaluations, conducted using the methods of indirect and direct evaluation, coincide and, therefore, the data can be regarded as reliable. The conducted mathematical calculations show that multiple criteria methods can be successfully applied evaluating any other programme of similar kind.

30

Waters, Gisele A. "Critical Evaluation for Education Reform." education policy analysis archives 6 (November 3, 1998): 20. http://dx.doi.org/10.14507/epaa.v6n20.1998.

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The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).

31

KURUM, Gul, and Sakir CINKIR. "An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–34. http://dx.doi.org/10.14689/ejer.2019.83.12.

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32

Siti Kholidatur Rodiyah. "Ideal Evaluation in Islamic Education Learning." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 1–5. http://dx.doi.org/10.29062/edu.v2i2.23.

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A prospective teacher will actually be demanded by professionals in carrying out their duties as an educator. In teaching later a teacher is required to be able to provide the best education so as to achieve the desired educational goals. Evaluation in Islamic education the way or technique of assessment of student behavior based on a comprehensive standard calculation of all aspects of mental psychological and spiritual life of students. Because the personal figure desired by Islamic education is not only a person who is religious in nature, but also has the knowledge and skills that are capable of doing charity and worshiping God and society. In that case, educational evaluation is one part of the activities carried out by a teacher to support the achievement of educational goals, and among evaluations conducted by the teacher is the evaluation of learning outcomes, where the evaluation is carried out to measure the extent of students' knowledge and skills after receive material and direction from a teacher.Evaluation of learning outcomes is very important where a teacher must be truly objective and professional in implementing it, because on the side of a teacher will decide the success or failure of a student.

33

Walker, Stacy E., Thomas G. Weidner, and Kirk J. Armstrong. "Evaluation of Athletic Training Students' Clinical Proficiencies." Journal of Athletic Training 43, no. 4 (July 1, 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.

34

Huang, Yawen, and Jing Wang. "Quality Evaluation Model of Education in Remote Learning and IoT Based on College Students’ Quality Cultivation." Wireless Communications and Mobile Computing 2022 (September 5, 2022): 1–8. http://dx.doi.org/10.1155/2022/1171771.

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The current model for evaluating ideological and political education is mostly based on a weighted evaluation of related educational parameters, like the structure of the school and the structure of the teachers. In this cycle, the impact of college students’ general development on the construction of their ideological and political education is not considered, which makes evaluations less exact by and large. To work on the exactness of the evaluation model, you ought to upgrade the construction of the evaluation model, with the quality of education for college students as the center advancement. Education quality evaluation calculation and model parameter output calculation are integrated. In terms of the quality of training for college students, simulation tests reveal that the proposed model has the lowest blunder esteem and the highest general evaluation precision. This makes it easier to decide what kind of ideological and political education is best.

35

Harris-Huemmert, Susan. "Evaluation of Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 1–2. http://dx.doi.org/10.2304/rcie.2010.5.1.1.

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36

Wang, Yue Ying. "Evaluation in Higher Education." International Journal of Learning: Annual Review 7, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v07/47113.

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Yoon, Tai Young. "Evaluation in medical education." Korean Journal of Medical Education 27, no. 1 (February 28, 2015): 1–2. http://dx.doi.org/10.3946/kjme.2015.27.1.1.

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Thistlethwaite, Jill. "Evaluation, outcomes and education." Clinical Teacher 11, no. 6 (September 11, 2014): 409–10. http://dx.doi.org/10.1111/tct.12307.

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Johnson, Evelyn, and Carrie Lisa Semmelroth. "Special Education Teacher Evaluation." Assessment for Effective Intervention 39, no. 2 (December 17, 2013): 71–82. http://dx.doi.org/10.1177/1534508413513315.

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40

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198700105-00038.

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Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198712005-00038.

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42

Lee, Eun B. "Evaluation of Patient Education." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 19, no. 2_suppl (February 1999): 510–13. http://dx.doi.org/10.1177/089686089901902s86.

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43

Klatt, Edward C. "Evaluation of medical education." Human Pathology 28, no. 8 (August 1997): 996–97. http://dx.doi.org/10.1016/s0046-8177(97)90020-4.

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44

Dočekal, Vít, and Miroslava Dvořáková. "Evaluation Levels in Education." Procedia - Social and Behavioral Sciences 174 (February 2015): 3743–49. http://dx.doi.org/10.1016/j.sbspro.2015.01.1108.

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Connell, David B., Ralph R. Turner, Elaine F. Mason, and Larry K. Olsen. "School health education evaluation." International Journal of Educational Research 10, no. 3 (January 1986): 245–345. http://dx.doi.org/10.1016/0883-0355(86)90004-2.

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Bank, Adrianne. "Ethnography in education evaluation." Evaluation and Program Planning 9, no. 2 (1986): 180–83. http://dx.doi.org/10.1016/0149-7189(86)90039-x.

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DaRosa, Debra A. "Evaluation in medical education." Evaluation and Program Planning 10, no. 1 (January 1987): 1. http://dx.doi.org/10.1016/0149-7189(87)90014-0.

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Caley, Lynne, Sharon J. Williams, Izabela Spernaes, David Thomas, Doris Behrens, and Alan Willson. "Frameworks for evaluating education programmes and work related learning: a scoping review." Journal of Workplace Learning 33, no. 6 (April 8, 2021): 486–501. http://dx.doi.org/10.1108/jwl-09-2020-0157.

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Анотація:

Purpose It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity. Design/methodology/approach A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions. Findings Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness. Practical implications This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted. Originality/value This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

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Hunsaker, Scott L., and Carolyn M. Callahan. "Evaluation of Gifted Programs: Current Practices." Journal for the Education of the Gifted 16, no. 2 (January 1993): 190–200. http://dx.doi.org/10.1177/016235329301600207.

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In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns. Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.

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Sezer, Hale. "The coaching process evaluation scale used in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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