Sheet1Social Aspects of the Assessment Questions TasksTime FramePersonnelOther ResourcesCost (US $)Through which approaches can students be taught behavioral concepts such as professionalism and communication?Consultations with stakeholders in social professions3 monthsTeachers, parents, and education stakeholdersCommunication equipment10,000Can the actual life environment be simulated in class settings?Identification of Weaknesses in behavioral aspects of learning1 monthHow can students apply behavioral concepts to improve their academic performance?Compilation of units that will be covered in social aspects of the program1 weekCan behavioral training improve students' social skills?Academic Aspects of the program How can technology be used to improve student's learning experience?Identification of relevant technologies that can be used to improve students' learning outcomes1 month Teachers, financial stakeholders, and technological expertsLearning materials, technological equipment30,000Which technological tools can be used to support students learning?How can technology be used to increase students' learning experience?How can students be made to feel comfortable with their academic performance? Talent NurturingWhich approaches can be used to identify and nurture innate students' abilities?Introduction of different activities at home and school to identify students' talents1 month Parents and teachers Gameskit, technological equipment5,000Can technology be used to encourage students to utilize their talents?Identification of necessary talent-enhancing equipment Total 45,000How can teacheers and parents contribute to student's appreciation of education through talent development?How can students' talents be used to increase their academic performance? Sheet2 Sheet3 Running head: PROGRAM EVALUATION 1 PROGRAM EVALUATION 4 Program Evaluation Instructor: Antony Jacob Cheanel Nolden May 19, 2019 Program Evaluation Goals of the Evaluation Identification of the Approaches that Lead to Program Implementation One of the main goals of the evaluation is to identify different ways through which the student assessment program will be initiated. There are different stages and activities that will be undertaken from time to time to complete the project. For instance, teachers will work with parents to identify innate students’ talents, and to determine their personal inclinations. Teachers will also study the students keenly in order to detect the students’ areas of strengths and weaknesses both in academic issues, art, and physical education (PE). Other activities in talent-identification processes include student engagement in competition and talent-based activities. Encourage Students to View Education Positively In view of the pressure that students experience as a result of the high academic expectations and performance standards set to them by parents and teachers, the aim of the evaluation is to encourage students .

1. Sheet1Social Aspects of the Assessment Questions TasksTime
FramePersonnelOther ResourcesCost (US $)Through which
approaches can students be taught behavioral concepts such as
professionalism and communication?Consultations with
stakeholders in social professions3 monthsTeachers, parents,
and education stakeholdersCommunication equipment10,000Can
the actual life environment be simulated in class
settings?Identification of Weaknesses in behavioral aspects of
learning1 monthHow can students apply behavioral concepts to
improve their academic performance?Compilation of units that
will be covered in social aspects of the program1 weekCan
behavioral training improve students' social skills?Academic
Aspects of the program How can technology be used to improve
student's learning experience?Identification of relevant
technologies that can be used to improve students' learning
outcomes1 month Teachers, financial stakeholders, and
technological expertsLearning materials, technological
equipment30,000Which technological tools can be used to
support students learning?How can technology be used to
increase students' learning experience?How can students be
made to feel comfortable with their academic performance?
Talent NurturingWhich approaches can be used to identify and
nurture innate students' abilities?Introduction of different
activities at home and school to identify students' talents1
month Parents and teachers Gameskit, technological
equipment5,000Can technology be used to encourage students to
utilize their talents?Identification of necessary talent-enhancing
equipment Total 45,000How can teacheers and parents
contribute to student's appreciation of education through talent
development?How can students' talents be used to increase their
academic performance?
Sheet2
Sheet3

2. Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 4
Program Evaluation
Instructor: Antony Jacob
Cheanel Nolden
May 19, 2019
Program Evaluation
Goals of the Evaluation
Identification of the Approaches that Lead to Program
Implementation

3. One of the main goals of the evaluation is to identify different
ways through which the student assessment program will be
initiated. There are different stages and activities that will be
undertaken from time to time to complete the project. For
instance, teachers will work with parents to identify innate
students’ talents, and to determine their personal inclinations.
Teachers will also study the students keenly in order to detect
the students’ areas of strengths and weaknesses both in
academic issues, art, and physical education (PE). Other
activities in talent-identification processes include student
engagement in competition and talent-based activities.
Encourage Students to View Education Positively
In view of the pressure that students experience as a result of
the high academic expectations and performance standards set
to them by parents and teachers, the aim of the evaluation is to
encourage students to view education positively. Parents and
teachers are mainly happy with students if they score high
marks in academic work, which makes students develop stress
and anxiety (Cross, Hamner, Zito & Nourbakhsh, 2016). As
such, the evaluation seeks to relieve students of the academic
pressure by introducing other activities that will form part of
the overall student evaluation process. Examples include social
activities, art, and the application of technology to simplify the
learning process in mathematics and sciences.
Determination of the Activities to Integrate in the Student
Assessment program
The evaluation was also intended to identify specific
activities that will be integrated in the student assessment
program and to determine ways through which the program will
be implemented in the normal curriculum. Specific activities
such as creative art programs, music, drama, and games will be
introduced, and the appropriate requirements that can support
these activities will be determined. The program is not intended
to shift focus from the actual academic activities. These
activities will be performed to increase students’ participation
in their learning. Computer software and other learning

4. equipment will be acquired to support and encourage students’
participation in mathematics and sciences to keep them engaged
and improve their perception of sciences and mathematics
(Domingo & Garganté, 2016).
Political and Cultural Issues that may be Encountered and how
to overcome them
Social Stratification
Social stratification refers to the trend in which the community
is divided into several groups and social or cultural categories
depending on socioeconomic states. Social stratification is one
of the biggest threats to equitable education opportunities for
all children because children from low socioeconomic families
cannot afford to good schools and racial minority groups are
blocked from attending some schools (Farkas, 2017). Another
issue related to this is discrimination of racial minorities and
students from underprivileged socioeconomic states. In order to
solve the issue of social stratification in education, the quality
of the program with regards to equipment and implementation
ways will be the same in all schools. Secondly, teachers will
improvise ways of curbing racial discrimination in schools and
classes by imposing harsh punishment, and techniques such as
making students from different races work together in groups.
In so doing, the students will learn to appreciate the others and
will not view each other in terms of race but in terms of their
contribution in the groups.
Ideological Differences
Ideological differences occur when stakeholders such as
teachers, parents, or members of the community have
contrasting views on the program, some of its aspects or the
way it is conducted. For instance, Muslim teachers may feel
uncomfortable teaching secular music or indulging in secular
activities, which can be part of the program. Parents may also
not be comfortable if their children are taught concepts that may
conflict with religious ideologies. In order to minimize the
impacts of ideological differences, the program may be adjusted
appropriately to suit different cultures so that elements that can

5. go against such cultures can be substituted by appropriate ones.
Extensive consultation of different stakeholders such as
religious leaders will be done to incorporate their ideas into the
program to avoid ideological conflicts.
Cultural Conflicts
Cultural conflicts occur when people’s cultural behaviors and
beliefs contradict in social settings such as in the classroom.
For instance, some cultures such as in many Western countries
encourage individualism whereas others are for collectivism
such as in Eastern countries. These cultural differences can
make students perceive the program differently (Farkas, 2017). .
For example, students from cultures that practice individualism
can experience difficulties when they will often be required to
share some equipment or work together in groups. In order to
remedy this issue, enough equipment will be supplied so that
each student will have their own equipment. Further, the teacher
will be required to condition students to ignore cultural
differences, and to make them respect and appreciate cultural
differences, which can be achieved by ensuring that each study
consists of students from different cultures.
Sampling Technique, Assessment Methods, and Timeline
The sampling technique that will be applied for the program is
the stratified approach. This method involves categorizing
students into homogenous groups using factors such as
sociocultural and academic competencies, and then randomly
selecting one or two sample representatives for each group (de
Jong, Bok, Kremer & van der Vleuten, 2018). The advantage of
using this method is that the resultant sample consists of
students with diverse characteristics. Information will then be
collected through electronic portfolio in which sample students
will have their e-portfolios that have dossier functions that
enable consistent periodic evaluation of each student’s
competence growth (Van Der Vleuten et al., 2015). The
functions of the e-portfolios include provision of database of
both formal and informal data on student assessment,
performance, feedback, and learning progress, activity

6. information and reflective information. They also serve to ease
logistic and administrative components of the assessment
program so that the administration can directly access details of
the assessment, feedback, and recommendations for each
student to help in decision-making processes (Schut et al.,
2018). The e-portfolio will also be used to perform a quick
assessment of students’ aggregate performance.
The main assessment methods that will be used include
evaluation of classroom performance, individual project
assessment, collaborative assessment, self-assessment, archival
analysis, and interviews. These methods will be based on the
competency framework. Though this approach, different
elements of students’ performance will be assessed to form
different data points that can then be combined to obtain
students’ overall aggregate performance (Schut et al., 2018).
For instance, behavioral competencies such as communication,
professionalism, and collaboration will involve direct
observations and students will be given immediate feedback.
This will form one data point that can then be combined with
other data points such as academic scores to determine the
overall students’ performance. Students will be provided with
the right answers on their test papers as soon as they get them
so that they can perform a quick evaluation of their
competencies before the general class review of exams. Each
assessment mode will be conducted each week to keep students
in touch and engaged. Further, narrative feedback will be given
on unstandardized but complex assignments in order for the
students to remain motivated when they are required to
complete complex tasks (Schut et al., 2018). Besides,
intermediate assessments will be done every week so that
students will have the information needed for them to make
improvements in their academic work.
How the Evaluation will be conducted (refer to attached excel)
Timeline for Evaluation and expected Costs
The total time that the preliminary assessment is expected to
take is about 3 months in total. The maximum time that social

7. aspects of the evaluation will take is three months whereas the
academic aspects of the evaluation will cover a maximum of one
month. The talent-nurturing component of the preliminary
assessment will also need a total of one month. Since all the
activities will be done concurrently, the maximum anticipated
time for the whole evaluation process will be a total of three
months. Further afield, the total cost of the evaluation is
estimated to be approximately US$ 45,000. This amount has
been derived considering the costs of the equipment and
resources needed to complete each aspect of the evaluation.
Communication equipment will cost about $10,000; learning
materials and technological equipment will cost approximately
$ 30,000 whereas sporting equipment will cost approximately
$5,000, totaling to about $ $45,000. Since most of the materials
used for the different categories of the evaluation are the same,
the different costs in each category have been determined using
the low limit of the cost estimates. Office equipment such as
phones and teachers’ or schools’ existing computers can be used
in the evaluation, and the technological equipment can be used
interchangeably for different activities. This has led to the
settlement on the lower costs of the project as a whole.
References
Cross, J., Hamner, E., Zito, L., & Nourbakhsh, I. (2016,
October). Engineering and computational thinking
talent in middle school students: a framework for defining and
recognizing student affinities. In 2016 IEEE Frontiers in
Education Conference (FIE) (pp. 1-9). IEEE.
de Jong, L. H., Bok, H. G., Kremer, W. D., & van der Vleuten,
C. P. (2018). Programmatic assessment: Can we provide
evidence for saturation of information? Medical teacher, 1- 5.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use
of educational technology in primary education: Teachers'
perception of mobile technology learning impacts and
applications' use in the classroom. Computers in Human
Behavior, 56, 21-28.
Farkas, G. (2017). Human capital or cultural capital? Ethnicity

8. and poverty groups in an urban school district. New York:
Routledge.
Schut, S., Driessen, E., van Tartwijk, J., van der Vleuten, C., &
Heeneman, S. (2018). Stakes in the eye of the
beholder: an international study of learners’ perceptions within
programmatic assessment. Medical education, 52(6), 654-
663.
Van Der Vleuten, C. P., Schuwirth, L. W. T., Driessen, E. W.,
Govaerts, M. J. B., & Heeneman, S. (2015). Twelve tips for
programmatic assessment. Medical teacher, 37(7), 641-646.