...University of Phoenix Cur 562/Standards-Based Curriculum and Instruction Dr. Suranna January 15, 2009 Standards as a Vehicle for Educational Reform Standards have been one of the most controversial topics in the field of education. Therefore, it has captured the concerns of the public to take the necessary action through a national movement that could help improve educational outcomes for all students. The movement has brought about major attention to stakeholders in the public arena, which include educators, administrators, parents, community leaders/members, businesses, and lawmakers. According to Marzano and Kendall (1996) many educators believe that the national publication of A Nation at Risk ( National Commission on Excellence in Education, 1983) has somewhat initiated a standards based reform movement. This publication has been one of the first documents to mandate the needs for significant improvement in public schools. In conjunction with such efforts came national and state level reform initiatives have help create standards of performance in the various subject areas. These standards later were used to develop assessments that would measure the extent in which the standards are to be mastered. Setting such rigorous academic standards, measuring students’ progress against these standards, and holding students and educators accountable for meeting them are the essential components of the standards-based reform movement. The academic standards describe...
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...adequately for life and work in the 21st century. (ncrel.org) In order to remain responsive to these challenges, Higher Education Institutions (HEIs) need to continuously assess correctly the organization’s strategic needs and ever-evolving business process requirements in terms of core, operational and management competencies. This has prompted many educators across the globe to explore new ways of designing education including a review of the curriculum, the instructional processes and the methods of assessment in order to cope up with international standards. (Laurel, 2011) This brings about the shift from the traditional content based education toward outcomes based education. Outcomes-based education is an approach to education as well as a type of learning process wherein decisions about the curriculum are driven by the exit learning outcomes that the students...
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...Memorandum of Understanding This agreement is made on the _______ between the “School Education Department, Government of the Punjab” through The Secretary Schools Education, Punjab, (here-in-after) called the (SED-Punjab) which expression shall, wherever the context allows, includes its assignees, executors, successors, and attorney etc; AND Children’s Global Network Pakistan (hereinafter referred to as “CGN-P”) which is a certified tax exempt organization under the PCP certification programme striving to promote quality education in Pakistan and its current work and partnerships extend across Punjab, Sindh, Balochistan, Khyber Pakhtunkhwa, Gilgit Baltistan, FATA and Azad Jammu & Kashmir. CGN-P has worked at the policy level in provincial, national working groups on education reforms; it has a track record and relevant experience in the field of sector wide approaches to improve the standard and spread of Education through public Private Partnerships (PPPs) completely aligned to provincial education sector plans and priorities therein. CGN-P’s critical partner for action is the public sector at all levels and Education Foundations, NGOs at local, national and international levels, district governments, provincial/federal governments, Private Corporate Sector, Philanthropists, Expatriate Pakistanis and Donors alike. CGN-P works in the areas of Capacity Building, Skill Development (PSDF) and Policy Influence, Education Reform and Rehabilitation, Free and Compulsory...
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...Report Training Evaluation Submitted by Miss Nathaporn Janped 55760213 MissThunchanok Neamsawan 55760541 MissSirada Janthon 55760718 Present Mr. Lorenzo E.Garin Jr Training and Development Naresuan University International College Content Titles Pages Content 2 Introduction 4 Reasons for evaluating training 5 - Formative Evaluation 6 - Summative Evaluation 6 Overview of the Evaluation Process 8 Outcomes Used in the Evaluation of Training Program 9 -Reaction Outcomes 9 -Learning or Cognitive Outcomes 9 -Behavior and Skill-Based Outcomes 9 -Affective Outcomes 10 -Results 10 -Return on Investment 10 Determining Whether Outcomes are Appropriate 11 -Relevance 11 -Reliability 13 -Discrimination 13 -Practicality 14 Evaluation Practices 15 - Which Training Outcomes Should be Collected 16 - Evaluation Designs 18 - Threats to Validity 18 - Types of Evaluation designs 21 Consideration in choosing an Evaluation design 24 Determining return on investment 25 - Determining Costs 25 - Determining Benefits 26 Other Methods for Cost-benefit Analysis 27 Practical Considerations in Determining ROI ...
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...Evaluations are useful for programs and organizations. There are different types of evaluations that monitor different things. Process based evaluations are used to find out how a program produces the results that it does. Outcome based evaluations are used to monitor the outcomes of a program, which helps decide if the program was useful and beneficial, or a failure. Process based evaluations are used to evaluate the way a program achieves its goals. It doesn’t evaluate the outcomes themselves, just the way the program does things in order to achieve those outcomes in a successful way for the clients. One form of process evaluation is staff recruitment, hiring, and training. These things will be documented to ensure this part of the program process is efficient. Without proper staff, the program would not have much of a chance. Another example of process evaluation comes in the form of “planning and development activity forms, meeting agendas and minutes, and participatory observation.” (Yuen/Terao, 2003) These things will be used to monitor program development, problems encountered, and solutions to the problems. Outcome based evaluations are used as a way to verify that the program is performing the right actions to produce the right outcomes, or benefits, for the clients. This kind of evaluation can be done by evaluating (through surveys, interviews, etc.) people that have gone completed or participated in the program and comparing their answers and results with...
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...A Handbook for Development Practitioners Ten Steps to a 29672 ResultsBased Monitoring and Evaluation System Jody Zall Kusek Ray C. Rist THE WORLD BANK A Handbook for Development Practitioners Ten Steps to a Results-Based Monitoring and Evaluation System A Handbook for Development Practitioners Ten Steps to a Results-Based Monitoring and Evaluation System Jody Zall Kusek Ray C. Rist THE WORLD BANK Washington, D.C. © 2004 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org E-mail feedback@worldbank.org All rights reserved. 1 2 3 4 07 06 05 04 The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the Board of Executive Directors of the World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this work is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The World Bank encourages dissemination...
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...Program Evaluation Overview 1 Program Evaluation Overview The unstable, unpredictable, and ever fluctuating economy makes a good atmosphere for organizations to reap the benefits of a program evaluation. Competitive success in the everchanging marketplace will only occur when an organization puts into place continuing program feedback and program adjustments or adaptations (McNamara, 2006). There are several program evaluation models and methods available to any organization, making the stakeholders the key decision makers of the identity of scope and type of evaluation that will lend itself toward the futures goals and vision of the organization. McDavid and Hawthorn (2006) explain that there is a need for any organization conducting a programs evaluation to generate specific material for planning, design, implementation, and assessment to obtain desired results and to solve any problems or issues. To develop an evaluation focusing on relevance, utility, and design that specifically matches the organization’s needs, the stakeholders must not only address the issues at hand. They also must select an individual or team, which is internal, external, or combination of both to makeup the goal-oriented a program evaluation team. What is a Program Evaluation Boulmetis and Dutwin (2005, p. 4) define a program evaluation as the systematic and structural process of data collection. With these an organization can discerne if and to what degree organizational goals are achieved...
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...Assignment: Personal Project and Evaluation Methods Garry R. Scott University of Phoenix AET/ 535 June 28, 2014 Instructor: Stephanie Krebs The fundamentals of Program Evaluation I advocate the principle of evaluation definition that asserts that it is a systematic process that is comprised of a collection of analyzed data enabling us make decisive solid decisions. Because evaluation is a systematic process that contributes to the determination as of what level of objectives has previously been realized, in addition to current objectives students are striving to attain; this idyllically empowers a person to make informed decisions. The process will consequently make certain that the established goals are achieved as required by the programs. It is vital to be aware that evaluations are important since it assists in making vital decisions concerning the impact, effectiveness, or efficiency of a certain program (Boulmetis & Dutwin, 2005). Then again, efficiency asserts that the extent to which a project or program has been productive in accordance to its resources while effectiveness establishes to the degree that particular stipulated objectives have been accomplished. Furthermore, impact refers to the degree to which a project or program has brought about various changes in which either could be advantageous or detrimental. Evaluation is essential in evaluating program implementation, fidelity, resource utilization, and to the value of the program...
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...This article was downloaded by: [The University Of Melbourne Libraries] On: 02 September 2015, At: 02:39 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London, SW1P 1WG Accounting and Business Research Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rabr20 Fairness in performance evaluation and its behavioural consequences a Mahfud Sholihin & Richard Pike a b Universitas Gadjah Mada , Indonesia b School of Management , Bradford University , Emm Lane, Bradford, BD9 4JL Phone: +44 (0)1274 234393 Fax: +44 (0)1274 234393 E-mail: Published online: 04 Jan 2011. To cite this article: Mahfud Sholihin & Richard Pike (2009) Fairness in performance evaluation and its behavioural consequences, Accounting and Business Research, 39:4, 397-413, DOI: 10.1080/00014788.2009.9663374 To link to this article: http://dx.doi.org/10.1080/00014788.2009.9663374 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors...
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...How do ethics affect the evaluation of the Stanley Park Project when competing with the school district for funds? There are several ethical issues that may present themselves during program evaluation. There are risk and benefits. Those participating in the evaluation as well as all other stakeholders can benefit from an evaluation. The risk involved is when personal thoughts as well as stakeholder influence becomes the basis of the evaluation outcomes. Evaluation outcomes should be solely based on the information gathered during the evaluation of the program. The Stanley Park Project and the City of Kelsey’s school district should come together with regard to the technology aspect of both. The school district has funds that are earmarked for adding technology to the districts school. Technology at either facility would be great assets and beneficial to the students and the community as a whole. Ethical issues may result due to certain stakeholders. In this case the stakeholders are the state, mayor, investors, city council and the residents of Kelsey. Finances should not be an ethical issue here. The issue that may present a problem is should the Stanley Park Project cut back on the technology portion of the site because the school district is slated for technology updates. With the technology updates at the schools it is a possibility that the Stanley Park Technology Annex may not require as much detail if the school will be obtaining these types of updates. ...
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...what the evaluation and validation process entails. Further I am proud to let you know and understand the model of evaluation and the four levels in evaluation of programs. Evaluation simply means assessing the worth or the value of the program. It is an appraisal to determine whether the activity to be evaluated is worth. According to Sinclair, (2002) it is an attempt to assess the training with an objective of improving it. Validation is a concept which is used to describe the program and the outcome. The activity deals with testing and assessing whether the program has an internal validation. It also involves assessing whether the objectives are based on accurate determination of training needs. There are two forms of evaluating a training program. They include formative and summative evaluations are forms of evaluation in a training program. Summative evaluation is conducted in the early stages of the evaluation process primarily deals with the planning and implementation process. On the other hand, summative evaluation aims at assessing the outcome of the program and focus on determining the relationship that exist between various factors in the outcome Kirkpatrick, (2007). Donald K developed a model used in evaluation of training. The model of evaluation has been in use for many decades by the training community. The model places premium in measuring the kind of outcomes that surfaces after completion of a rigorous training. The four kind of evaluation includes...
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...their consultation and education department. This paper will describe at least one process evaluation measure and at least one outcome evaluation measure that could be suggested for the Consultation and Education Department at Greenby Community Mental Health Center to display the program effectiveness and efficiency. The paper will also explain the scope and purpose of the chosen process evaluation and outcome evaluation measures and how they influence the design. Issues and challenges that may arise from evaluating the Greenby Community Mental Health Center will be covered. Finally, why an evaluation may be helpful to the Consultation and Education Department director’s situation will be explained. “Program evaluation is carefully collecting information about a program or some aspect of a program in order to make necessary decisions about the program. Program evaluation can include any or a variety of at least 35 different types of evaluation, such as for needs assessments, accreditation, cost/benefit analysis, effectiveness, efficiency, formative, summative, goal-based, process, outcomes, etc. The type of evaluation one undertakes to improve ones programs depends on what one wants to learn about the program. (McNamara, n.d.)” For the unique situation faced by the Consultation and Education Department at Greenby Community Mental Health Center, the cost/benefit analysis evaluation measure could be suggested.” A cost benefit analysis finds, quantifies, and adds all the positive...
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...RESULTS BASED MANAGEMENT IN THE DEVELOPMENT CO-OPERATION AGENCIES: A REVIEW OF EXPERIENCE BACKGROUND REPORT In order to respond to the need for an overview of the rapid evolution of RBM, the DAC Working Party on Aid Evaluation initiated a study of performance management systems. The ensuing draft report was presented to the February 2000 meeting of the WP-EV and the document was subsequently revised. It was written by Ms. Annette Binnendijk, consultant to the DAC WP-EV. This review constitutes the first phase of the project; a second phase involving key informant interviews in a number of agencies is due for completion by November 2001. TABLE OF CONTENTS PREFACE.......................................................................................................................................................... 3 I. II. III. IV. V. VI. RESULTS BASED MANAGEMENT IN THE OECD COUNTRIES -- An overview of key concepts, definitions and issues -- ........................................................................ 5 RESULTS BASED MANAGEMENT IN THE DEVELOPMENT CO-OPERATION AGENCIES -- Introduction --...................................................................................................................................... 9 PERFORMANCE MEASUREMENT IN THE DEVELOPMENT CO-OPERATION AGENCIES -- The project level --............................................................................................................................ 15 PERFORMANCE MEASUREMENT...
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... reviews. Although this in many businesses it is common practice for managers to give these evaluations, they are not trained and many of the items on the evaluations are not relevant. Some examples of non-‐relevant items in this case are cleanliness, attitude, and friendliness. These categories may seem to fit the situation but they are subjective and can be considered individual traits. Categories that are commonly used and can be gauged are individual, behaviors, task outcomes, and traits. For this case, the categories that would be a better evaluation method are number of issues fixed, technical knowledge and ability, or devices repaired. The measurements used in the evaluation should be weighted for the circumstances to have an effective evaluation method. Individual task outcomes, like production, duties, or skills, should be weighted heavier and the...
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...Process and Outcome Evaluations Frederica Phoenix HSM/270 August 27, 2014 Shelley Johnson-Gildwarg Process and Outcome Evaluations Process and Outcome Evaluations A Process Evaluation is relatively used to monitor as well as document the planning, implementation, and interrelationship of the components of the proposed project are the focus of the process evaluation. The process evaluations main focus is to assist with the description of program interventions’ development, as well as its activities, also to provide quantitative and qualitative data on many services that are to be rendered and their effectiveness. A Process Evaluation is also responsible to document the acceptability of a specific program within the programs targeted community. An Outcome Evaluation is what is known to be based on the project’s ecological systems social constructionist theoretical orientations and its focus on the peer, family, individual, as well as school domains, the outcome evaluation will provide better understanding to some of the key evaluation questions and its effectiveness. Some examples of process evaluations are: 1. A program that provides addiction recovery services to the communities children ask the clients and their parents to fill out survey forms to specify if the program was helpful for their family to help them to meet specific goals. 2. The children participating in sports work with their coaches to fill out questionnaires about the program services they receive...
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