scholarly journals Trustworthy performance evaluations: The Performance Outcome Scoring Template (POS-T) for transparent assessments in real-world programs

2021 ◽  
Author(s):  
Benjamin P. Raysmith ◽  
Toomas Timpka ◽  
Jenny Jacobsson ◽  
Michael K. Drew ◽  
Örjan Dahlström
Keyword(s):  
Performance Evaluation ◽  
Face Validity ◽  
Emissions Reduction ◽  
Performance Outcome ◽  
Statistical Framework ◽  
Applied Program ◽  
Or Groups ◽  
Environment Control ◽  
Education Performance ◽  
Measure Of Performance

Abstract In applied program settings, such as in natural environment control and education, performance evaluation is usually conducted by evaluators considering both self-comparison and comparison with peers. We have developed the Performance Outcome Scoring Template (POS-T) for assessments with high face-validity in these settings. POS-T puts achievements of individuals or groups in context, i.e. the resulting performance outcome score (POS) reflects a meaningful measure of performance magnitude with regards to internal and external comparisons. Development of a POS is performed in four steps supported by a statistical framework. Software is supplied for creation of scoring applications in different performance evaluation settings. We demonstrate the POS-T by evaluation of CO2 emissions reduction amongst 36 OECD member countries.

Teaching physiology by combined passive (pedagogical) and active (andragogical) methods.

1995 ◽  
Vol 268 (6) ◽  
pp. S66 ◽  
Author(s):  
D Richardson ◽  
B Birge
Keyword(s):  
Performance Evaluation ◽  
Teaching Methods ◽  
Information Source ◽  
Basic Material ◽  
Performance Outcome ◽  
Significant Difference ◽  
Other Information ◽  
Acceptable Model ◽  
Student’S Performance ◽  
Overall Performance

Pedagogy and andragogy are models of education based, respectively, on passive and active learning. This project compared two balanced sections of an undergraduate course in physiology. Both sections used the pedagogical method of didactic lectures to present basic material. Students in section 01 were given multiple-choice examinations, a pedagogical procedure, over the lecture content for the purpose of performance evaluation. In section 02 the lectures were used as an information source, which students combined with other information researched in the library to draft essays on assigned topics, i.e., an andragogical approach. Grading of the essays constituted 75% of a student's performance evaluation, with participation in class discussions making up the remaining 25%. There was no significant difference in overall performance outcome between the two sections (P > 0.47). Students from both sections valued the lectures, even though they served a different purpose in each section. However, overall the student rating of section 02 was significantly higher than that of section 01 (P < or = 0.05). This reflected different teaching methods rather than different teachers, because the ratings of the two instructors were virtually identical (P > 0.98). These results suggest that a combined pedagogical and andragogical approach is an acceptable model for teaching introductory physiology.

Outcome Based Education Performance Evaluation on Electrical Engineering laboratory module

2009 ◽  
Author(s):  
Husna Zainol Abidin ◽  
Norlaila Omar ◽  
Hadzli Hashim ◽  
Mohd Fuad Abdul Latip ◽  
Muhammad Murtadha Othman ◽  
...  
Keyword(s):  
Performance Evaluation ◽  
Electrical Engineering ◽  
Outcome Based Education ◽  
Education Performance

scholarly journals Unified Protocol for Transdiagnostic Prevention of Depression and Anxiety in Iranian Adolescents: Protocol Development and Initial Outcome Data

2019 ◽  
Author(s):  
Abolfazl Mohammadi ◽  
Mehdi Soleimani ◽  
Mohammad Reza Mohammadi ◽  
Imaneh Abasi ◽  
Ali Akbar Foroughi
Keyword(s):  
Prevention Program ◽  
Behavioral Interventions ◽  
Child Anxiety ◽  
Depression Scale ◽  
Outcome Data ◽  
Face Validity ◽  
Anxiety And Depression ◽  
Depression And Anxiety ◽  
Education Performance ◽  
And Control

  Objective: Cognitive-behavioral interventions have been used as effective approaches for the treatment and prevention of depression and anxiety. However, to date, no anxiety and depression prevention guidelines package has been developed for Iranian adolescents. Thus, the purpose of this study was to develop transdiagnostic prevention program of anxiety and depression for Iranian adolescents and to assess the effectiveness of this program in a sample of adolescents. Method: Based on evidence-based literatures on CBT interventions, transdiagnostic prevention program was developed and its content and face validity was assessed and established by three clinical psychologies (Ph.D.) and a psychiatrist (child and adolescent postdoctoral). Then, in a semi-experimental design, 62 students were recruited from a school in Tehran by purposive sampling method and were randomly assigned in to experimental (n = 40) and control (n = 22) groups. They participated in 8 sessions of intervention based on the developed program. Revised Child Anxiety and Depression Scale (RCADS)- Child Version and Parent Version- were used to gather the data before, after, and 3 months after intervention. Results: Results of ANCOVA, controlling for the effect of pretest score, showed no significant differences (P>0.05) between experimental and control groups in SAD, panic, MDD, separation anxiety, GAD, OCD, total anxiety, and total anxiety-depression for parent and child in pretest and posttest. Conclusion: Transdiagnostic prevention package for anxiety and depression had no significant effect on reducing anxiety and depression of adolescents. Using an inappropriate measure, difficulties with timing of assessment, and lower severity of pre-intervention anxiety and depression due to universal prevention and sample recruited, might have affected the present findings. Discussion would be clearer and more complete by analyzing follow-up results and education performance in the future.

Performance Evaluation of Occupational Therapy Students: A Validity Study

1986 ◽  
Vol 53 (5) ◽  
pp. 265-271 ◽  
Author(s):  
Marilyn Ernest ◽  
Helen Polatajko
Keyword(s):  
Performance Evaluation ◽  
Occupational Therapy ◽  
Construct Validity ◽  
Clinical Competence ◽  
Low Frequency ◽  
Objective Evaluation ◽  
Face Validity ◽  
New Graduates ◽  
Occupational Therapy Students ◽  
Criterion Referenced

Objective evaluation of clinical competence is always a difficult task. Many attempts have been made to design an instrument for such evaluation. and Performance Evaluation of Occupational Therapy Students (PEOTS) is such an instrument. It was designed as a criterion-referenced evaluation of performance in four broad areas of clinical competence: professional interaction, assessment, programming and treatment. This instrument has enjoyed fairly broad acceptance based on its face validity alone. The purpose of this study was to collect preliminary data on the content and construct validity of the instrument. A sample of 43 new graduates from Canadian occupational therapy programs were evaluated on the job within the first year of their practice using PEOTS. The data were collected over a two year period and came from facilities across the country. Analysis of the results showed that the instrument had overall good content and construct validity. However, some low frequency items need to be investigated further and some items need to have their criterion levels changed.

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