program evaluation
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Evaluation ◽  
2022 ◽  
pp. 135638902110654
Author(s):  
Nicoletta Stame

In light of the challenges of the Anthropocene, it is common today for evaluators to propose a systems rather than a program perspective. A program perspective is reproached for its simplicity and linearity, while the systems perspective is praised for its ability to account for complexity and emergence. This article argues that even before the systems perspective appeared on the horizon, the story of program evaluation had been characterized by a confrontation between “simplifiers” and “complexifiers.” It enquires into the lessons that the complexifiers of the evaluation of programs have handed on to evaluators who are facing the current challenges of sustainable development. On the other hand, when analyzing what a systems perspective contributes, the article is alert to the risk that a “holistic” view may ignore lessons complexifiers have to offer. This argument is supported by considering the way in which a systems perspective is understood in the practice of evaluation. Conclusions invite readers to overcome a misleading opposition between the two perspectives and indicate possible cross-fertilization across different units of analysis and approaches.


Author(s):  
Thomas M. Hageman ◽  
Joshua Palmer ◽  
Prabir Mullick ◽  
Heeyoung Lee
Keyword(s):  

2022 ◽  
pp. 575-597
Author(s):  
Suresh C. Babu ◽  
Shailendra N. Gajanan

2022 ◽  
pp. 263-277
Author(s):  
Elissa Brown

Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.


2021 ◽  
Vol 5 (2) ◽  
pp. 107-117
Author(s):  
Eka Septiani ◽  
Muchlas Suseno ◽  
Samsi Setiadi

Program evaluation is a form of mechanism used to review program processes that have been implemented over a certain period of time. The review is intended to understand, explore, and correct deficiencies in the program itself. This study was evaluation research using the CIPP model (Context, Input, Process, Product) developed by Stufflebeam. The evaluation subjects were organizer of MGMP, instructors and principal in SMAN 11, Bekasi. The evaluation was conduted in SMAN 11, Bekasi. The data obtained are presented in descriptive qualitative form. Interview, observation, and documentation were utilized as instruments to collect the data. The results of this evaluation reveal that the dimensions of MGMP program planning are generally quite good in terms of the specified context aspect criteria. The dimensions of human resource capacity in implementating the MGMP program have not been optimal in running the program based on the specified input aspect criteria. The dimension of the implementation of the MGMP program have not met all the elements of the process aspect criteria. The dimension of achievement of the MGMP program in improving professionalism of Indonesian language teachers at SMAN 11, Bekasi have been achieved based on the success indicators that have been determined in product aspect.Keywords: MGMP, Program Evaluation, CIPP.


2021 ◽  
Author(s):  
Theresa Jackson Santo ◽  
Jill A Brown ◽  
Stephanie A Q Gomez ◽  
Lauren A Shirey

ABSTRACT Service Members and military beneficiaries face complex and ill-structured challenges, including suicide, sexual violence, increasing health care costs, and the evolving coronavirus pandemic. Military and other government practitioners must identify effective programs, policies, and initiatives to preserve the health and ensure the readiness of our Force. Both research and program evaluation are critical to identify interventions best positioned to prevent disease, protect the public’s health, and promote health and well-being within our ranks to retain a medically ready force and reduce the global burden of disease. While military and medical leaders are typically well versed in research and understand the role of research in evidence-informed decisions, they may be less aware of program evaluation. Program evaluation is the systematic application of scientific methods to assess the design, implementation, improvement, or outcomes of a program, policy, or initiative. Although program evaluators commonly utilize scientific or research methods to answer evaluation questions, evaluation ultimately differs from research in its intent. Several recently published federal and Department of Defense policies specifically reference program evaluation, emphasizing its importance to the military and government as a whole. The Army is uniquely positioned to conduct medical and public health evaluation activities and there are several Army organizations and entities that routinely perform this work. For example, the United States Army Public Health Center (APHC) is among recognized military experts in public health assessment and program evaluation. Given the breadth of our work, the APHC understands the challenges to conducting evaluation studies in the Army and we have thoughtfully examined the conditions common to successful evaluation studies. In this commentary, we share our lessons learned to assist military colleagues, potential partners, and others in successfully evaluating the programs, policies, and initiatives necessary to keep our Service Members and beneficiaries healthy and ready. There are several challenges to executing evaluation studies in the Army that may be relevant across all Services. These include but are not limited to frequent Army leadership transitions, urgency to report study results, lack of program documentation and adequate planning for evaluation, expectation management to ensure stakeholders are well-informed about the evaluation process, and a disorganized data landscape. These challenges may hinder the successful execution of evaluation studies, or prevent them from being attempted in the first place, depriving Army leaders of quality, actionable information to make evidence-informed decisions. Despite the aforementioned challenges, we have identified a number of best practices to overcome these challenges and conduct successful evaluation studies. These facilitators of successful evaluations can be summarized as: collaboration with engaged stakeholders who understand the value of evaluation, evaluation studies aligned with larger strategic priorities, agile methodology, thoughtful evaluation planning, and effective communication with stakeholders. We wholeheartedly recommend and encourage program evaluation at every opportunity, and we anticipate the call for evaluation and evidence-informed decisions to continually increase. Our hope is that others – to include partners and stakeholders within and external to the military – will be able to leverage and apply this information, especially the identified best practices, in their evaluation efforts to ensure success.


2021 ◽  
Vol 22 (2) ◽  
pp. 25
Author(s):  
Jose Antonio Merchán-Baeza ◽  
Manuel González-Sánchez ◽  
David Pérez-Cruzado

Introducción: Los métodos de enseñanza utilizados en terapia ocupacional son numerosos y podrían clasificarse en dos grupos: métodos de enseñanza tradicionales y alternativos. La simulación es un método alternativo que permite el aprendizaje autónomo y el desarrollo de habilidades de pensamiento crítico de los estudiantes durante su participación activa en una práctica segura. Objetivo: Analizar la efectividad del aprendizaje a través de la simulación con pacientes estandarizados frente a la enseñanza tradicional en ciencias de la salud. Método: La estrategia de búsqueda fue: (“Patient Simulation” OR “Role Playing” OR “Simulation Scenario” OR “Simulation Education”) AND (“Program Evaluation” OR Effectiveness) AND (Student OR Postgraduate). El análisis de validez interna de los artículos incluidos en la revisión se realizó mediante la escala PEDro. Resultados: Se incluyeron catorce estudios y las variables evaluadas se organizaron en cuatro categorías: adquisición de conocimiento, aprendizaje de la práctica clínica, autoeficacia y desarrollo de habilidades de comunicación. Las muestras estuvieron compuestas por estudiantes de las profesiones de la salud y las simulaciones tuvieron una duración de entre 10 y 40 minutos por sesión (4-24 sesiones). Conclusión: No se encontraron diferencias significativas entre ambas metodologías en la adquisición de habilidades prácticas por parte de los estudiantes. Aun así, la visualización de videos explicativos al principio y el resumen al final del proceso de simulación, han demostrado ser etapas fundamentales para mejorar la efectividad de este método de enseñanza. Futuros estudios son necesarios para analizar los posibles beneficios de la simulación en la titulación de terapia ocupacional.


2021 ◽  
Vol 15 (1) ◽  
pp. 650-657
Author(s):  
Ahmed Al Kuwaiti

Background: In Saudi Arabia, dental students' program evaluation is highly focused on improving dental education quality, so that an effective workforce could be developed for the nation. Objective: This study aims to assess the students' perception of the quality of dental program offered at Saudi dental schools. Methods: All final year students of the selected Saudi dental schools (N=4) were included as the population of this study. The students were administered a questionnaire named “Dental Program Evaluation Survey.” The survey consisted of four dimensions, with 31 Likert scale items and one global item studying the dental students' satisfaction towards the programs offered at Saudi dental schools. The responses obtained using the survey were subjected to statistical analysis using SPSS 20.0. Results: The results demonstrated that the dimensions, such as faculty characteristics, institutional characteristics, the efficacy of the program, and program changes due to the COVID-19 pandemic, were perceived as “High Quality.” The cumulative percentage of most of the items was graded as “Acceptable.” Overall, 89.2% of students were satisfied with the quality of the programs offered in their dental schools. A significant difference was found in students' perception of the dimensions and overall satisfaction with respect to their gender and dental schools. Conclusion: Overall, the students were highly satisfied with the quality of the dental program offered in Saudi Arabia. This study would help policymakers in developing appropriate strategies that can enhance and sustain the quality of dental program offered at Saudi dental schools.


Author(s):  
John M. Norris

Abstract Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis, methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment, and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated challenges.


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