The document summarizes a quality improvement project to revise a peer evaluation form used during nursing simulations. A survey found the original rubric difficult to follow so the team created a revised form based on feedback. A post-implementation survey found 90% of evaluators felt the new form easier to use. The team recommends communicating changes better and linking skills to specific simulations for clarity.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
This presentation tackles the following information:
*Approaches to Program Evaluation
*Three Dimensions that Shape Point of View on Evaluation
*Doing Program Evaluation
*Program Components as Data Sources
Reference: The Elements of Language Curriculum (A Systematic Approach to Program Development) by James Dean Brown of University of Hawaii at Manoa
Reporters: Joy Anne R. Puazo & Marie Buena S. Bunsoy
Program: Bachelor in Secondary Education Major in English
Year: 4th
Instructor: Mrs. Yolanda D. Reyes
Subject: Language Curriculum for Secondary Schools
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
This presentation tackles the following information:
*Approaches to Program Evaluation
*Three Dimensions that Shape Point of View on Evaluation
*Doing Program Evaluation
*Program Components as Data Sources
Reference: The Elements of Language Curriculum (A Systematic Approach to Program Development) by James Dean Brown of University of Hawaii at Manoa
Reporters: Joy Anne R. Puazo & Marie Buena S. Bunsoy
Program: Bachelor in Secondary Education Major in English
Year: 4th
Instructor: Mrs. Yolanda D. Reyes
Subject: Language Curriculum for Secondary Schools
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
Qualitative Research. Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research.
Lean Enterprise - Die bonding Problem- a3 final draftRohan Naik
As a problem presented in our class this is slide which shows the solution with the help of an A3 diagram. It is Just an illustration if how an A3 should be.
Graded A for this project.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
Qualitative Research. Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research.
Lean Enterprise - Die bonding Problem- a3 final draftRohan Naik
As a problem presented in our class this is slide which shows the solution with the help of an A3 diagram. It is Just an illustration if how an A3 should be.
Graded A for this project.
Lake of lotus (49) the application of wisdom-the wisdom in directing one's dh...DudjomBuddhistAssociation
Lake of lotus (49) the application of wisdom-the wisdom in directing one's dharma practice (49)-the mind-training episode (12)-by vajra master pema lhadren-dudjom buddhist association
I delivered this presentation to the South Carolina Board of Review for the Robert Quillen Office and Library in Fountain Inn, South Carolina. I wrote the National Register of Historic Places nomination for this building.
The structure of retirement plan investment menus continues to evolve, from "more choice is better" to "less is more". Many fiduciaries initially sought protection under ERISA §404(c) by offering a wide array of investment choices to their participants, but participants found themselves overwhelmed by the task of evaluating and selecting from amongst so many managers. Plan sponsors soon realized that less could be more, and built menus that offered a few fixed income options and a diverse set of a dozen or more stock funds, but in the bear market of 2008, many of those plans saw similar declines across their investment menu.
With an increasing number of plans utilizing automatic enrollment and QDIA, just providing adequate choice is no longer enough. Fiduciaries are again asking, what does an effective investment menu look like? In this presentation, we cover:
Incorporating the science of behavioral finance into your investment menu design;
Selecting appropriate asset classes;
Whether a tiered structure could be right for your plan;
Passive versus active investment options;
Options for low risk investments; and
When to use target date funds.
I developed this for a breakfast meeting of Imagination Coast, a regional collaborative seeking to advance an innovation agenda in and around Monterey Bay, CA. The event was held Jan 20, 2011 at the Sustainability Academy in Monterey. A presentation called "Adventures in Regional Collaboration" (also published here) accompanies it.
The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Long term evaluation of IL programme paperTina Hohmann
Results from a survey among IL workshop participants
after 6-24 months. Comparison with short term feedback. Using self-assesment methods
Paper for IATUL 2014
Peer assessment in CSCL:
Original article: Formative peer assessment in a CSCL
environment: a case study
Frans J. Prins*, Dominique M. A. Sluijsmans, Paul A.
Kirschner and Jan-Willem Strijbos
Assessment & Evaluation in Higher Education
Vol. 30, No. 4, August 2005, pp. 417–444
A process of systematic appraisal by which we determine the value, worth or meaning of an activity or an enterprise. Through evaluation one can determine which general strategies are more or less successful, which are achieving more effective and economically and which subsystem within the training need to be strengthened, modified or replaced in the light of learning outcomes due to training.
This is an instructional plan I designed and implemented for a course in my Master's program. I instructed three people in the job market on how to have a successful interview (*successful meaning either being invited for a second interview or getting the job).
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
2. Problem Statement
● The current grading rubric utilized by peer evaluators is difficult to follow and
ineffective for providing feedback to simulation group members.
3. PDSA-Plan
1. Contact Lisa Green about revising peer evaluation form.
2. Create a questionnaire pertaining to the quality of the current rubric in place that
will be handed to students/peer evaluators who have used the rubric.
3. Create the revised rubric based around what students said they would like to see in
the survey
4. Distribute rubric to be used during simulation
4. PDSA-Plan
Our prediction is that:
● At least 50% of students/peer evaluators will believe our rubric is more helpful than the one currently in
place.
● We believe that the peer evaluators will make more of a contribution to the team by using the guidelines
of our rubric.
In order to measure our prediction we will:
● Ask the same questions we asked prior to creating the new rubric but this time the questions will pertain
to the new one we created and implemented.
● Based on responses to the questionnaire, we will calculate the amount of students/peer evaluators that felt
our rubric was more helpful than our previous rubric.
5. PDSA-Do
1. Group member sent out questionnaire via email with a link to survey monkey to ask peer evaluators who
participated in simulation if they felt the current rubric in place is effective and easy to follow.
2. Based on results and feedback about what could be changed, the rubric was revised rubric and then sent to
peer evaluators participating in simulation to use as the peer evaluator form instead of the one currently in
place.
3. Following the use of the rubric during simulation, another email was sent out with a link for survey
monkey that asked the peer evaluators if they felt that our rubric was more helpful than the one currently
in place.
6. PDSA-Study
● Based on the following suggestions given by peer evaluators, we created a new version utilizing these
suggestions and emailed it to the peer evaluators to use during their next simulation (these responses from
peer evaluators are anonymous):
o “Make it more of a check-list type of form. Also, have an area for the care plan, goals,
interventions.”
o “A more simplistic layout that is more specific to what they are looking for.”
o “Give us a sheet similar to the ATI check offs with the skills needed in the scenario and let us mark
along as they go with simple check marks.”
7. PDSA-Study
● The suggestions for change following our implementation of the new rubric are as follows: (responses are
anonymous)
o “Use different fonts to acknowledge different sections.”
o “Have a section on the form that lists the specific skills that need to be performed in each
simulation”
This is difficult because we never know which specific skills will be addressed in each
simulation
o “Simplify it”
The wording was taken directly from the original evaluation form
8. PDSA-Act
● Based on our results, we made changes based on suggestions for improvement to the new peer evaluator
form.
● We implemented the new form.
● After this implementation, we reevaluated the results.
9. Evidence Based Practice
Article #1: Peer feedback as an aid to learning – What do we want? Feedback. When do we want it?Now!
● Purpose: To explain that peer feedback is a necessity for competence in core communication and when using in the
classroom, helps students to learn more effectively.
● Significance: In the study groups of medical and nursing students went through simulations and switched roles, so each
gave peer feedback to another group member and also received peer feedback at that time.
● Limitations: Small sample size and unequal sample sizes between experiments.
● Application: Our group used this information as motivation to improve our current peer evaluation sheet to improve peer
10. Evidence Based Practice
Article #2: Peer-to-Peer Teaching: Improving Communication Techniques for Students in an Accelerated Nursing Program
● Purpose: To use peer-to-peer teaching and evaluation to to increase learning and confidence of students.
● Significance: Non-threatening learning environment requires decreased anxiety and encouragement of reflection. Peer
evaluation highlights key concepts of communication, collaboration, and teamwork.
● Limitations: Small sample size
● Application: We used the ideas presented in this article to prove that peer evaluation in nursing programs is necessary for
student nurses to feel competent and lessen anxiety.
11. National Context
● Also, the practice of peer review is required to attain Magnet status. American Nurses Credentialing Center states, “The
peer review process stimulates professionalism through increased accountability and promotes self-regulation of the
practice” (Haag-Heitman & George, 2011).
● The U.S. Department of Health and Human Services states, “Ideas about health and behaviors are shaped by the
communication, information, and technology that people interact with every day…These processes make up the context
and the ways professionals and the public search for, understand, and use health information, significantly impacting their
health decisions and action” (US DHHS, 2015).
12. Interventions
● The changes we made to the peer evaluation form were based off of feedback given via a survey about the effectiveness of
the current form.
● Our group modified the layout of the NRS 432 simulation peer evaluator form for Simulation 4 and 5 based upon the
survey suggestions
● We provided a second survey regarding the pros and cons of the revised evaluation form
● We offered a comment section for students to verbalize any additional changes they saw pertinent
● We compared the results of the initial survey and post survey regarding the effectiveness of the changes we implemented
13. Evaluation
● The first survey that asked if the peer evaluators felt the current rubric in place was effective and easy to follow and the
results are as follows;
o 25% yes
o 75% no
● After the implementation of our new rubric, we sent out a similar survey asking if the peer evaluators felt our rubric was
easier to follow than the one currently in places and the results are as follows:
o 90.01% yes
o 9.09% no
14. Recommendations
● We would recommend implementing our QIPP project a second time to ensure that all groups are given specific
instructions regarding when and how to use both the initial and revised evaluation forms.
● We recommend using the initial form for Simulation 1 and implementing our revised form during Simulation 2 related to
difficulty in using the form for Simulations 3-5
● The instructors conducting the simulations could format the evaluation form to include the specific skills that will be
performed, this would make the checklist format be easier to follow
● Evaluating students would not receive the specified evaluation form until the day of simulation in order to prevent students
from only specific skills listed
● Communication posed a barrier, and we recommend closely corresponding with faculty about our group process
16. References
Cooper, J. R., Martin, T., Fisher, W., Marks, J., & Harrington, M. (2013). Peer-to-Peer Teaching:
Improving Communication Techniques for Students in an Accelerated Nursing Program. Nursing Education Perspectives,
34(5), 349-350.
Cushing, A., Abbott, S., Lothian, D., Hall, A., & Westwood, O. R. (2011). Peer feedback as an
aid to learning -- What do we want?? Feedback. When do we want it?? Now!. Medical Teacher, 33(2), e105-e112.
doi:10.3109/0142159X.2011.542522
Haag-Heitman B., & George V. (2011). Peer Review in Nursing: Principles for Successful
Practice. Sudbury, MA: Jones and Bartlet.www.jblearning.com. Reprinted with permission.
U.S. Department of Health and Human Services. (2015, April 6). 2020 topics & objectives.
Retrieved from http://www.healthypeople.gov/2020/topics-objectives/topic/health-communication-and-health-information-
Editor's Notes
and ask her if it is possible to have one of the two peer evaluators use our revised rubric during evaluation of simulation.
This article was about a peer evaluation that was being implemented in a nursing program. It was conducted to evaluate how peer feedback affects nursing students. They found that peer evaluation was beneficial because it decreased students anxiety compared to feedback from faculty and made the students feel more confident in their abilities. This article helped our project because it showed how peer evaluation affects us as nursing students and future nurses. Peer feedback gives us the opportunity to know how to improve our practice and could also make us feel more confident, which is why we thought it would be an important topic to improve.
We found that peer evaluation is a requirement to obtain Magnet Status. It increases accountability and also promotes how we self-regulate and evaluate our own practice. In giving feedback to others we learn how to give feedback to ourselves, which will improve our competence as nurses.
We also found through the US Department of Health and Human Services that how we communicate with patients affects how they make decisions about their health. Peer evaluation teaches us effective communication in how we give feedback and also by learning from the feedback we receive we can improve in our communication and how we care for our patients. This will improve our nursing practice which as a result will improve our patients’ outcomes because how we care for our patients has a great effect on their health. Peer evaluation also improves how we work as a team. We give feedback as a team which will improve how we communicate and work together to best care for the patient. Better teamwork and communication leads to better outcomes for the patient.
Problem-Sheet was ineffective based on survey
QI Process- Changed sheet based off peer reviewers recommendations. Made similar to ATI format. Reevaluated with revised sheet.
Evaluation/Recommendations- Results showed that the peer evaluators found the new format of the sheet easier to follow and improved the feedback process. We recommend implementing the new form on a wider scale to collect more data and possible including a section for skills to practice to prepare for simulation.