Present Progress and Needed Improvements in School Evaluation Programs

1954 ◽  
Vol 14 (2) ◽  
pp. 247-254 ◽  
Author(s):  
Walter N. Durost
Keyword(s):  
School Evaluation ◽  
Evaluation Programs

Drug evaluation programs of the AMA 1905-1966

JAMA ◽  
1966 ◽  
Vol 196 (6) ◽  
pp. 496-498 ◽  
Author(s):  
J. Bishop
Keyword(s):  
Drug Evaluation ◽  
Evaluation Programs

scholarly journals GPS Coordinates for Modelling Correlated Herd Effects in Genomic Prediction Models Applied to Hanwoo Beef Cattle

Animals ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 2050
Author(s):  
Beatriz Castro Dias Cuyabano ◽  
Gabriel Rovere ◽  
Dajeong Lim ◽  
Tae Hun Kim ◽  
Hak Kyo Lee ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Genomic Prediction ◽  
Prediction Models ◽  
Phenotypic Expression ◽  
Genetic Evaluation ◽  
Genomic Breeding ◽  
Breeding Values ◽  
Korean Cattle ◽  
Evaluation Programs ◽  
The Impact

It is widely known that the environment influences phenotypic expression and that its effects must be accounted for in genetic evaluation programs. The most used method to account for environmental effects is to add herd and contemporary group to the model. Although generally informative, the herd effect treats different farms as independent units. However, if two farms are located physically close to each other, they potentially share correlated environmental factors. We introduce a method to model herd effects that uses the physical distances between farms based on the Global Positioning System (GPS) coordinates as a proxy for the correlation matrix of these effects that aims to account for similarities and differences between farms due to environmental factors. A population of Hanwoo Korean cattle was used to evaluate the impact of modelling herd effects as correlated, in comparison to assuming the farms as completely independent units, on the variance components and genomic prediction. The main result was an increase in the reliabilities of the predicted genomic breeding values compared to reliabilities obtained with traditional models (across four traits evaluated, reliabilities of prediction presented increases that ranged from 0.05 ± 0.01 to 0.33 ± 0.03), suggesting that these models may overestimate heritabilities. Although little to no significant gain was obtained in phenotypic prediction, the increased reliability of the predicted genomic breeding values is of practical relevance for genetic evaluation programs.

Using an Evaluation Hotline to Promote Stakeholder Involvement

2008 ◽  
Vol 29 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Gary J. Skolits ◽  
Judith A. Boser
Keyword(s):  
Public Schools ◽  
Public School ◽  
Stakeholder Involvement ◽  
Community Leaders ◽  
Community Resources ◽  
School Evaluation ◽  
Design And Implementation ◽  
Community Stakeholders ◽  
Design And Application

This article addresses the design and application of a hotline to promote broader community-wide participation in a public school evaluation. Evaluations of community resources such as public schools present evaluators with challenges from the perspective of promoting stakeholder involvement. Although many evaluation stakeholders are readily identifiable, there are potentially many unknown and hard-to-reach community leaders and residents who may want to participate in the evaluation. An evaluation hotline offers a mechanism for potentially identifying and reaching some of these interested community stakeholders and enabling their participation. This article introduces an evaluation hotline design and implementation, along with perceived hotline strengths and weaknesses observed in its use.

School evaluation at Japanese schools: policy intentions and practical appropriation

2008 ◽  
Author(s):  
Masaaki Katsuno ◽  
Tetsuro Takei
Keyword(s):  
Education Reform ◽  
Empirical Research ◽  
Student Involvement ◽  
Evaluation Process ◽  
School Evaluation ◽  
Japanese Education ◽  
Evaluation Policies ◽  
Japanese Schools

In the present paper the authors will describe the development of school evaluation policies in the context of recent Japanese education reform. In doing so, the applicability of Neave's 'Evaluative State' thesis shall be examined. And then they will move on to the discussion as to how the policies will work in schools. Drawing on the findings of their empirical research into student involvement in the school evaluation process, the authors will deal with the 'politics of appropriation'. The process could be of a liberating nature at the present time, as opposed to the managerial intentions of policy.

scholarly journals Budaya Mutu Dalam Pelayanan Pendidikan

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Basri
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
School Evaluation ◽  
The Public ◽  
School Based ◽  
Process Output ◽  
Fair Wages ◽  
Quality In Education

Educational services in schools is part of the community and the public school. Service quality is a product and or services in accordance with established quality standards and customer satisfaction. Quality in education include the quality of input, process, output, and outcome. Input-grade education when it is ready to proceed otherwise. The process of quality education to create an atmosphere where learning is active, innovative, creative, effective, dan fun. Output otherwise qualified if the learning outcomes of academic and non academic students achieving at least equal to the minimum completeness criteria specified. Outcome graduates expressed significantly faster when absorbed in the world of work, fair wages, all parties acknowledge and satisfied with the intelligence, skill, personality. Government's efforts to service and quality of education is the use of School-Based Management (SBM) is accompanied by the determination of output criteria, processes, and educational input at school. Expected Output school student achievement / school both academic and non academic generated meets the specified criteria. (2) process, ie, among others: the effectiveness of teaching and learning process, schools have the teamwork of a compact, intelligent and dynamic, the school has the authority (autonomy), school evaluation and continuous improvement, (3) input, ie, among other : the school has: policies, goals, and quality objectives are clear, available resources, feasible, and highly dedicated.Pelayanan pendidikan di sekolah adalah bagian dari masyarakat dan sekolah umum. Kualitas layanan adalah produk dan atau jasa sesuai dengan standar kualitas yang ditetapkan dan kepuasan pelanggan. Kualitas dalam pendidikan termasuk kualitas input, proses, output, dan hasil. Input-kelas pendidikan bila sudah siap untuk melanjutkan sebaliknya. Proses pendidikan yang berkualitas untuk menciptakan suasana di mana pembelajaran aktif, inovatif, kreatif, efektif, menyenangkan Dan. Keluaran dinyatakan memenuhi syarat jika hasil belajar siswa akademik dan non akademik mencapai paling tidak sama dengan kriteria kelengkapan minimal yang ditetapkan. Lulusan Hasil mengungkapkan secara signifikan lebih cepat ketika diserap di dunia kerja, upah yang adil, semua pihak mengakui dan puas dengan, keterampilan kepribadian kecerdasan,. Upaya Pemerintah untuk pelayanan dan kualitas pendidikan adalah penggunaan Manajemen Berbasis Sekolah (MBS) disertai dengan penentuan kriteria output, proses, dan input pendidikan di sekolah. Keluaran sekolah diharapkan prestasi siswa / sekolah dihasilkan akademik baik akademis dan non memenuhi kriteria yang ditentukan. (2) proses, yaitu, antara lain: efektivitas proses belajar mengajar, sekolah memiliki teamwork yang kompak, cerdas dan dinamis, sekolah memiliki kewenangan (otonomi), evaluasi sekolah dan perbaikan terus-menerus, (3) input, yaitu, antara lain: sekolah memiliki: kebijakan, tujuan, dan sasaran mutu yang jelas, sumber daya yang tersedia, layak, dan berdedikasi tinggi.

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