Formative Evaluation

1998 ◽  
pp. 167-182
Author(s):  
Wilbur Parrott
Keyword(s):  
Formative Evaluation

Strategies for Developing and Retaining an Effective Workforce: A Collaborative Statewide IV-E Program Formative Evaluation

2012 ◽  
Author(s):  
Robin Hartinger-Saunders ◽  
Laura Schroeder ◽  
Alberta J. Ellett ◽  
Sandra Murphy
Keyword(s):  
Formative Evaluation

Formative evaluation of a rapid universal safety and health (rush) system for construction

2006 ◽  
Author(s):  
Brian M. Kleiner ◽  
Tonya Smith-Jackson ◽  
Elizabet Haro
Keyword(s):  
Formative Evaluation ◽  
Safety And Health

Das Studienprotokoll „UPGRADE – Kreative Stärkungsgruppen als innovative Versorgungsform für hochbelastete Mitarbeiter/innen im Gesundheitswesen

2020 ◽  
Vol 70 (11) ◽  
pp. 475-480
Author(s):  
Claudia Pieper ◽  
Sarah Schröer ◽  
Helen Spanier ◽  
Simon Cohen ◽  
Holger Russ ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
Randomisierte Kontrollierte Studie ◽  
Wird Eine ◽  
Präventive Maßnahmen ◽  
Kontrollierte Studie ◽  
Mitarbeiter Im Gesundheitswesen ◽  
Wenn Sich

ZusammenfassungMitarbeiterinnen und Mitarbeiter im Gesundheitswesen sind berufsbedingt besonderen Belastungen ausgesetzt. Diese entstehen durch das Auseinandersetzten mit Leid und Tod oder durch traumatisierende Erfahrungen mit Patientinnen und Patienten. Daraus können negative gesundheitliche Auswirkungen seelischer und körperlicher Art folgen. Möchten Betroffene dem entgegenwirken, so lassen sich nur selten präventive Maßnahmen finden. Gefördert durch den Innovationsfonds sollen Mitarbeiterinnen und Mitarbeiter im Gesundheitswesen innovativ in Form von Kreativen Stärkungsgruppen nachhaltig gestärkt werden.Das UPGRADE-Projekt bietet die Teilnahme an Kreativen Stärkungsgruppen. Zur Untersuchung der Wirksamkeit wird eine randomisierte kontrollierte Studie mit 366 Teilnehmerinnen und Teilnehmern (Alter > 18) durchgeführt. Die Interventionsgruppe nimmt an den Kreativen Stärkungsgruppen teil. Beide Gruppen werden zu 3 Zeitpunkten zur Arbeitszufriedenheit, der subjektiven Arbeitsbelastung und Arbeitsfähigkeit befragt, um eine mögliche Veränderung durch die Teilnahme an den Kreativen Stärkungsgruppen festzustellen. Um die Umsetzbarkeit der Intervention zu bewerten, wird eine ergänzende formative Evaluation durchgeführt.Wenn sich das Angebot der Kreativen Stärkungsgruppen im UPGRADE-Projekt als niedrigschwelliges Angebot für Mitarbeiterinnen und Mitarbeiter im Gesundheitswesen als wirksam erweist, ist eine Anpassung und Umsetzung in anderen Bereichen möglich und wichtig.

FORMATIVE EVALUATION OF HANDWRITING QUALITY

2003 ◽  
Vol 97 (8) ◽  
pp. 1231
Author(s):  
THORARINN STEFANSSON
Keyword(s):  
Formative Evaluation

PENGEMBANGAN MODUL PEMBELAJARAN DENGAN MODEL DICK and CAREY MATA KULIAH EVALUASI PENGAJARAN

2019 ◽  
Vol 2 ◽  
Author(s):  
Yayan Sudrajat
Keyword(s):  
Formative Evaluation ◽  
Development Model ◽  
Teaching Materials ◽  
Evaluation Activity ◽  
Group Evaluation ◽  
Quality Of Teaching ◽  
Evaluation Of Teaching ◽  
One To One ◽  
Blue Print

Abstract The purpose of this article is to develop a learning module for the Evaluation of Teaching Indonesian at the Indraprasta University PGRI Jakarta using the Dick and Carey development model. The implementation of this instruction includes how a prospective teacher is good at evaluating teaching materials so that the lecturer feels the need to develop teaching materials to improve the quality of teaching materials using formative evaluation consisting of One-to-one evaluation by experts, One-to-one evaluation by Learners, Small Group Evaluation, and Field Trial by making a blue print of each formative evaluation activity. Keywords: Dick and Carey Development Model, Formative Evaluation, Blue Print, Summative evaluation

A FORMATIVE EVALUATION OF DIGITAL TECHNOLOGY GEOSCIENCE EDUCATION TOOLS

2017 ◽  
Author(s):  
John Paul Asija ◽  
◽  
Helen Crompton ◽  
Yi-Ching Lin ◽  
Kristen St. John
Keyword(s):  
Digital Technology ◽  
Formative Evaluation ◽  
Geoscience Education

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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