Assign 10
•Download as PPTX, PDF•
1 like•32 views
This document discusses summative evaluation, which assesses student learning at the end of a course or unit. Summative evaluation determines if learning objectives were achieved and identifies areas needing further instruction. It has two main phases: the expert judgement phase and field trial phase. The expert judgement phase involves content and design analysis by instructors and subject experts to determine if materials meet organizational needs. The field trial phase analyzes the materials' effectiveness on learners and impact on job and organization performance. Summative evaluation provides information to assess progress and determine if learning objectives were attained.
Report
Share
Report
Share
Recommended
Designing and Conducting Summative Evaluations
The document discusses summative evaluation, which is used to make "go-no-go" decisions about instructional materials and judge their impact. Summative evaluations typically have two main phases - an expert judgment phase where experts analyze the materials' congruence with organizational needs, content, design, and feasibility, and a field trial phase where the materials' effectiveness is tested with target learners. The document contrasts summative evaluations, which are usually conducted by external evaluators, with formative evaluations, which aim to improve instruction and are conducted by internal evaluators.
501 wk 12 designing and conducting summative evaluations
This document discusses summative evaluation, which assesses the outcomes of an educational program or unit by comparing results to benchmarks. Summative evaluations are more outcome focused than process focused and provide a summary of results. They determine how effective the instruction was and if learners achieved the objectives. The document outlines the characteristics and purposes of summative evaluation, including different categories like quantitative and qualitative methods. Examples of summative evaluations are given, like final exams. The expert judgment phase and field trial phase of summative evaluation are also summarized.
Designing and conducting summative evaluations
Summative evaluation is defined as the design of evaluation studies and collection of data to verify the effectiveness of instructional materials with target learners. It has two main phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses to determine if materials have potential to meet organizational needs, including congruence with goals, content accuracy, and design adequacy. The field trial phase tests effectiveness with target learners and examines impact on learners, jobs, and the organization. Summative evaluation is used to make "go-no-go" decisions about keeping or replacing instructional materials and typically involves external evaluators providing objective assessment.
Designing and conducting summative evaluations
Summative evaluation is conducted in two phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses of congruence between materials and organizational needs, content accuracy, instructional design, utility, and feedback from current users. This determines if materials have potential to meet organizational goals. The field trial phase tests effectiveness with target learners and examines impact on learning, job performance, and the organization. It also assesses implementation feasibility and costs. Summative evaluation is used to make "go/no-go" decisions on retaining or replacing instructional materials based on their ability to address an organizational problem.
Angelita chapter 12
Summative evaluation is used to evaluate the effectiveness of instructional programs and student learning. It has two phases - an expert judgement phase and a field trial phase. The expert judgement phase involves subject matter experts analyzing the content, design, feasibility, and current use of instructional materials to determine if they have the potential to meet learning objectives. The field trial phase tests the materials on target learners in real-world settings to assess the impact on learning, job performance, and the organization. The purpose of summative evaluation is to determine if students or organizations achieved intended learning outcomes from the instruction.
Evaluation methods
JOB ANALYSIS
JOB DESCRIPTIONS
Qualitative Method
Simple ranking method
Grading method
Quantitative Method
Point method
Factor comparison method
Program evaluation 20121016
This document summarizes a chapter from the book "Program Evaluation: Methods and Case Studies" by Emil J. Posavac and Raymond G. Carey.
The chapter discusses selecting criteria and setting standards for program evaluation. It explains that criteria should reflect a program's purposes and be influenced by the program staff. Criteria also need to be measurable reliably and validly. Goals should include implementation, intermediate, and outcome goals. Evaluation criteria and questions should assess whether a program matches stakeholder values and needs. Developing a program theory can help define how a program's components will achieve its goals. Assessing a program theory examines its logic, plausibility, and alignment with research. Practical limitations like budget and
Functions of evaluation
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.
Recommended
Designing and Conducting Summative Evaluations
The document discusses summative evaluation, which is used to make "go-no-go" decisions about instructional materials and judge their impact. Summative evaluations typically have two main phases - an expert judgment phase where experts analyze the materials' congruence with organizational needs, content, design, and feasibility, and a field trial phase where the materials' effectiveness is tested with target learners. The document contrasts summative evaluations, which are usually conducted by external evaluators, with formative evaluations, which aim to improve instruction and are conducted by internal evaluators.
501 wk 12 designing and conducting summative evaluations
This document discusses summative evaluation, which assesses the outcomes of an educational program or unit by comparing results to benchmarks. Summative evaluations are more outcome focused than process focused and provide a summary of results. They determine how effective the instruction was and if learners achieved the objectives. The document outlines the characteristics and purposes of summative evaluation, including different categories like quantitative and qualitative methods. Examples of summative evaluations are given, like final exams. The expert judgment phase and field trial phase of summative evaluation are also summarized.
Designing and conducting summative evaluations
Summative evaluation is defined as the design of evaluation studies and collection of data to verify the effectiveness of instructional materials with target learners. It has two main phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses to determine if materials have potential to meet organizational needs, including congruence with goals, content accuracy, and design adequacy. The field trial phase tests effectiveness with target learners and examines impact on learners, jobs, and the organization. Summative evaluation is used to make "go-no-go" decisions about keeping or replacing instructional materials and typically involves external evaluators providing objective assessment.
Designing and conducting summative evaluations
Summative evaluation is conducted in two phases: the expert judgment phase and the field trial phase. The expert judgment phase involves analyses of congruence between materials and organizational needs, content accuracy, instructional design, utility, and feedback from current users. This determines if materials have potential to meet organizational goals. The field trial phase tests effectiveness with target learners and examines impact on learning, job performance, and the organization. It also assesses implementation feasibility and costs. Summative evaluation is used to make "go/no-go" decisions on retaining or replacing instructional materials based on their ability to address an organizational problem.
Angelita chapter 12
Summative evaluation is used to evaluate the effectiveness of instructional programs and student learning. It has two phases - an expert judgement phase and a field trial phase. The expert judgement phase involves subject matter experts analyzing the content, design, feasibility, and current use of instructional materials to determine if they have the potential to meet learning objectives. The field trial phase tests the materials on target learners in real-world settings to assess the impact on learning, job performance, and the organization. The purpose of summative evaluation is to determine if students or organizations achieved intended learning outcomes from the instruction.
Evaluation methods
JOB ANALYSIS
JOB DESCRIPTIONS
Qualitative Method
Simple ranking method
Grading method
Quantitative Method
Point method
Factor comparison method
Program evaluation 20121016
This document summarizes a chapter from the book "Program Evaluation: Methods and Case Studies" by Emil J. Posavac and Raymond G. Carey.
The chapter discusses selecting criteria and setting standards for program evaluation. It explains that criteria should reflect a program's purposes and be influenced by the program staff. Criteria also need to be measurable reliably and validly. Goals should include implementation, intermediate, and outcome goals. Evaluation criteria and questions should assess whether a program matches stakeholder values and needs. Developing a program theory can help define how a program's components will achieve its goals. Assessing a program theory examines its logic, plausibility, and alignment with research. Practical limitations like budget and
Functions of evaluation
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.
Developing assessment instruments
The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Internal and external
This document discusses internal and external evaluations. An internal evaluation is conducted by staff members of the organization, while an external evaluation is done by outside consultants. Both have advantages and disadvantages. Internal evaluations are less expensive but staff may lack objectivity, while external evaluations are more impartial but costly. Overall, evaluations provide important information to improve programs, though the best approach depends on the specific needs and resources of the organization.
Conducting Programme Evaluation
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.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Outcome Evaluation
The document discusses four purposes of evaluation:
1) Assessment of merit and worth, also called summative evaluation, to determine the overall impact of a program.
2) Program and organizational improvement, also called formative evaluation, to provide feedback for ongoing improvement.
3) Oversight and compliance to ensure proper implementation and adherence to regulations.
4) Knowledge generation to contribute to theory and build understanding.
Chapter 12
This document outlines the process for conducting a summative evaluation of instructional materials. It describes the two phases: the expert judgement phase and the field trial phase. The expert judgement phase involves analyzing how well the materials meet the organization's needs, resources, and target learners. It includes checking for accuracy, completeness, adequate instructional strategy and satisfaction of current users. The field trial phase implements the materials with learners and collects data to analyze outcomes and effectiveness. The results of both phases are then reported to help determine if the materials should be adopted.
Entegro principles of evaluation
The document discusses principles of effective program evaluation. It provides examples of goals for guidance programs, such as monitoring academic progress and advising students on postsecondary education. Two key principles are that evaluation requires recognizing program goals and using valid measuring criteria related to those goals. A third principle is that criteria must be applied validly and be usable, reasonable, and justifiable. Overall, the document outlines best practices for conducting meaningful program evaluations that emphasize strengths and weaknesses to facilitate continuous improvement.
Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Program Evaluation
This document discusses approaches to program evaluation. It defines program evaluation as the systematic gathering of information to make decisions about a program. There are four main approaches discussed: product-oriented, which focuses on achieving goals and objectives; static-characteristic, which uses outside experts to determine effectiveness; process-oriented, which questions the worth of program goals; and decision-facilitation, which gathers information to help administrators make judgments. The document also outlines dimensions that shape evaluation perspectives, including formative vs. summative purposes, process vs. product focuses, and quantitative vs. qualitative data types.
Methods of evaluation
This document discusses different methods of program evaluation: the before-and-after method compares outcomes before and after a program, the comparison method compares one group to another or the norm, and the how-do-we-stand method identifies desirable outcomes and criteria to rate a program. It also outlines the evaluation process and lists several external evaluation associations for schools, colleges, and community agencies in the Philippines.
Tieka wilkins chapter 12
Summative evaluations are conducted in two phases: expert judgment and field trials. The expert judgment phase involves five analyses to determine if instruction meets organizational needs: congruence analysis matches needs with materials; content analysis evaluates accuracy; design analysis examines strategy; feasibility analysis considers resources; and current user analysis obtains others' feedback. The field trial phase involves outcome analysis of learner and job impacts and organizational benefits, and management analysis of attitudes, implementation feasibility, and costs. Summative evaluations are reported with a summary, background, study description, results, discussion, and conclusions/recommendations to determine if instruction is maintained or adopted.
Course evaluation questionarie example
The document appears to be a course evaluation questionnaire that asks students to rate their agreement with 15 statements about their lecturer and course. Students are asked to choose one response on a scale from "I totally agree" to "I totally disagree" or "I have no idea" for statements about the lecturer announcing course goals, lessons being planned, highlighting important points, the course's usefulness, using effective tools/materials, providing active participation opportunities, understandable speech, taking time outside class for topics, content relating to topics and goals, measuring success relating to content and goals, informing about exams/assignments/projects, regular attendance, classroom management, being a good role model, and effective student presentations.
Evaluation models
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
Uid formative evaluation
This document provides an overview of usability evaluation techniques for formative testing. It defines usability and discusses the purpose of usability evaluation to identify problems, inform requirements, and optimize design early. A variety of formative techniques are described, including thinking aloud, heuristic evaluation, and paper prototyping. The document emphasizes that usability evaluation should have specific, measurable goals and provide both qualitative and quantitative data to analyze and interpret results to improve the design.
Course Evaluation
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Language course evaluation
One thing is to assess learners and a different thing is to evaluate a course, program or curricula. This slideshow is about the latter.
Presentation (m & e)
The Discrepancy Evaluation Model (DEM) was developed by Malcolm Provus in 1966 to provide information for program assessment and improvement. The DEM defines evaluation as comparing actual performance to desired standards. It examines a program through its development stages to identify weaknesses and make corrective improvements. The DEM process involves deciding what program to evaluate, determining objectives, planning evaluation, collecting information, identifying discrepancies between objectives and accomplishments, and planning next steps. The DEM is most effective for formative evaluation where the purpose is continuous program improvement.
Chapter 12 se
This document discusses summative evaluation, which involves collecting data to make decisions about adopting or continuing instruction. It describes the two phases of summative evaluation: expert judgment and field trial. The expert judgment phase determines if current or alternative instruction meets an organization's needs by evaluating congruence with needs, completeness, instructional strategy, and user satisfaction. The field trial phase assesses the instruction's impact on learner skills, job performance, and organizational goals through outcomes analysis and management analysis of attitudes and costs. The document provides guidance on designing an expert judgment analysis to evaluate alternative instructional materials for an organization.
Program 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
Program evaluation plan
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.
Summative Evaluation PowerPoint
This document discusses summative evaluation, which assesses the effectiveness of instructional materials and programs. Summative evaluation has two phases: the expert judgement phase and the field trial phase. The expert judgement phase uses methods like design analysis, content analysis, and congruence analysis to determine if materials have potential to meet organizational needs. The field trial phase tests materials with target learners to analyze outcomes like impact on job performance and organizational goals. Summative evaluation aims to make "go/no-go" decisions on keeping or replacing instructional materials based on whether they effectively address organizational performance issues.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
More Related Content
What's hot
Developing assessment instruments
The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Internal and external
This document discusses internal and external evaluations. An internal evaluation is conducted by staff members of the organization, while an external evaluation is done by outside consultants. Both have advantages and disadvantages. Internal evaluations are less expensive but staff may lack objectivity, while external evaluations are more impartial but costly. Overall, evaluations provide important information to improve programs, though the best approach depends on the specific needs and resources of the organization.
Conducting Programme Evaluation
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.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Outcome Evaluation
The document discusses four purposes of evaluation:
1) Assessment of merit and worth, also called summative evaluation, to determine the overall impact of a program.
2) Program and organizational improvement, also called formative evaluation, to provide feedback for ongoing improvement.
3) Oversight and compliance to ensure proper implementation and adherence to regulations.
4) Knowledge generation to contribute to theory and build understanding.
Chapter 12
This document outlines the process for conducting a summative evaluation of instructional materials. It describes the two phases: the expert judgement phase and the field trial phase. The expert judgement phase involves analyzing how well the materials meet the organization's needs, resources, and target learners. It includes checking for accuracy, completeness, adequate instructional strategy and satisfaction of current users. The field trial phase implements the materials with learners and collects data to analyze outcomes and effectiveness. The results of both phases are then reported to help determine if the materials should be adopted.
Entegro principles of evaluation
The document discusses principles of effective program evaluation. It provides examples of goals for guidance programs, such as monitoring academic progress and advising students on postsecondary education. Two key principles are that evaluation requires recognizing program goals and using valid measuring criteria related to those goals. A third principle is that criteria must be applied validly and be usable, reasonable, and justifiable. Overall, the document outlines best practices for conducting meaningful program evaluations that emphasize strengths and weaknesses to facilitate continuous improvement.
Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Program Evaluation
This document discusses approaches to program evaluation. It defines program evaluation as the systematic gathering of information to make decisions about a program. There are four main approaches discussed: product-oriented, which focuses on achieving goals and objectives; static-characteristic, which uses outside experts to determine effectiveness; process-oriented, which questions the worth of program goals; and decision-facilitation, which gathers information to help administrators make judgments. The document also outlines dimensions that shape evaluation perspectives, including formative vs. summative purposes, process vs. product focuses, and quantitative vs. qualitative data types.
Methods of evaluation
This document discusses different methods of program evaluation: the before-and-after method compares outcomes before and after a program, the comparison method compares one group to another or the norm, and the how-do-we-stand method identifies desirable outcomes and criteria to rate a program. It also outlines the evaluation process and lists several external evaluation associations for schools, colleges, and community agencies in the Philippines.
Tieka wilkins chapter 12
Summative evaluations are conducted in two phases: expert judgment and field trials. The expert judgment phase involves five analyses to determine if instruction meets organizational needs: congruence analysis matches needs with materials; content analysis evaluates accuracy; design analysis examines strategy; feasibility analysis considers resources; and current user analysis obtains others' feedback. The field trial phase involves outcome analysis of learner and job impacts and organizational benefits, and management analysis of attitudes, implementation feasibility, and costs. Summative evaluations are reported with a summary, background, study description, results, discussion, and conclusions/recommendations to determine if instruction is maintained or adopted.
Course evaluation questionarie example
The document appears to be a course evaluation questionnaire that asks students to rate their agreement with 15 statements about their lecturer and course. Students are asked to choose one response on a scale from "I totally agree" to "I totally disagree" or "I have no idea" for statements about the lecturer announcing course goals, lessons being planned, highlighting important points, the course's usefulness, using effective tools/materials, providing active participation opportunities, understandable speech, taking time outside class for topics, content relating to topics and goals, measuring success relating to content and goals, informing about exams/assignments/projects, regular attendance, classroom management, being a good role model, and effective student presentations.
Evaluation models
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
Uid formative evaluation
This document provides an overview of usability evaluation techniques for formative testing. It defines usability and discusses the purpose of usability evaluation to identify problems, inform requirements, and optimize design early. A variety of formative techniques are described, including thinking aloud, heuristic evaluation, and paper prototyping. The document emphasizes that usability evaluation should have specific, measurable goals and provide both qualitative and quantitative data to analyze and interpret results to improve the design.
Course Evaluation
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Language course evaluation
One thing is to assess learners and a different thing is to evaluate a course, program or curricula. This slideshow is about the latter.
Presentation (m & e)
The Discrepancy Evaluation Model (DEM) was developed by Malcolm Provus in 1966 to provide information for program assessment and improvement. The DEM defines evaluation as comparing actual performance to desired standards. It examines a program through its development stages to identify weaknesses and make corrective improvements. The DEM process involves deciding what program to evaluate, determining objectives, planning evaluation, collecting information, identifying discrepancies between objectives and accomplishments, and planning next steps. The DEM is most effective for formative evaluation where the purpose is continuous program improvement.
Chapter 12 se
This document discusses summative evaluation, which involves collecting data to make decisions about adopting or continuing instruction. It describes the two phases of summative evaluation: expert judgment and field trial. The expert judgment phase determines if current or alternative instruction meets an organization's needs by evaluating congruence with needs, completeness, instructional strategy, and user satisfaction. The field trial phase assesses the instruction's impact on learner skills, job performance, and organizational goals through outcomes analysis and management analysis of attitudes and costs. The document provides guidance on designing an expert judgment analysis to evaluate alternative instructional materials for an organization.
Program 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
Program evaluation plan
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.
What's hot (20)
Similar to Assign 10
Summative Evaluation PowerPoint
This document discusses summative evaluation, which assesses the effectiveness of instructional materials and programs. Summative evaluation has two phases: the expert judgement phase and the field trial phase. The expert judgement phase uses methods like design analysis, content analysis, and congruence analysis to determine if materials have potential to meet organizational needs. The field trial phase tests materials with target learners to analyze outcomes like impact on job performance and organizational goals. Summative evaluation aims to make "go/no-go" decisions on keeping or replacing instructional materials based on whether they effectively address organizational performance issues.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
Chapter 12
The document discusses the purpose and process of conducting summative evaluations, which aim to determine whether instruction should be maintained, adopted, or adapted based on expert reviews and its impact. It contrasts summative evaluations with formative evaluations and describes the expert judgement and impact phases of summative evaluation, including conducting a congruence analysis, content analysis, and impact study within an organization.
Apt chapter 12 summative evaluation
This document discusses summative evaluation, which is defined as evaluating the effectiveness of instructional materials with target learners. It describes the expert judgement phase of summative evaluation, which involves evaluating aspects of candidate instruction like congruence with organizational needs. The field trial phase then determines instructional effectiveness with the target group through outcomes analysis and management analysis. Key aspects of both phases are outlined.
Summative Evaluation
Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
teaching and learning process (evaluation)
The document discusses evaluation in the teaching and learning process. It defines evaluation as making judgments based on criteria and evidence to examine the teaching and learning process. Evaluation is a systematic, continuous process to determine student growth toward curriculum objectives. There are different types of evaluation, including formative (ongoing), summative (final), diagnostic, criterion-referenced, and norm-referenced. Evaluation follows steps of planning, implementation, and analysis to improve instruction and assess student achievement of learning objectives.
Evaluation in Teaching learning process
The document discusses different aspects of evaluation in teaching and learning including the concept, meaning, definition, characteristics, principles, types, and steps. Evaluation is defined as the process of making judgments about the effectiveness of teaching and learning based on criteria and evidence. There are different types of evaluation classified by function (formative, summative, diagnostic, placement), approach (criterion-referenced, norm-referenced), and interpretation (formative, summative). Effective evaluation is systematic, continuous, comprehensive, objective, reliable, and valid. It follows the planning, process, and product phases with steps like determining objectives, selecting instruments, and analyzing results.
Formative and summative evaluation in Education
- Formative evaluation occurs during instructional development to provide feedback and improve quality, while summative evaluation occurs after instruction to assess learning outcomes.
- Formative evaluation aims to identify shortcomings and provide feedback for corrections, while summative evaluation judges the overall worth of a program.
- The goals of formative evaluation are to monitor student learning and improve teaching, while the goals of summative evaluation are to evaluate student learning against standards and benchmarks like final exams.
Lecture 7. student evaluation
The document discusses evaluation in education, including defining evaluation, purposes of evaluation such as providing feedback and modifying learning activities, the basic components of evaluation including audience and purpose, differentiating evaluation from assessment, the types of evaluation including formative, summative, and program evaluation, and selecting appropriate evaluation methodologies according to educational objectives and domains.
Designing and conducting summative evaluations
This document discusses summative evaluation, which determines whether instruction achieves its intended outcomes. Summative evaluation has two phases: expert judgment and impact analysis. The expert judgment phase involves analyses of instructional congruence with organizational needs, content, design, transfer feasibility, and existing materials. The impact phase focuses on whether skills transfer to the workplace by establishing criteria, selecting respondents, planning studies, analyzing data, and reporting results. Formative evaluation identifies weaknesses for revision, while summative evaluation documents skill transfer and makes recommendations based on expert review and workplace data. The goal of summative evaluation is to help organizations meet their goals through continued learning and improvement.
Summative and formative evaluation in the process of
This document discusses formative and summative evaluation in curriculum development. Formative evaluation is used during curriculum development to identify areas for improvement, while summative evaluation is used at the end to judge the overall effectiveness of the curriculum. Formative assessment is used to check student understanding along the way and provide feedback, while summative assessment serves as an end survey to collect data and analyze learning outcomes. Both formative and summative assessments are widely used in education to monitor progress and make decisions about curriculum.
A4,LASLUISA.MERCEDES.DISEÑO DESA REC ESTRATEGÍAS.pptx
The document discusses different types of student performance evaluation. It describes internal evaluation which can be self-appraisal, co-evaluation, or evaluation by others. Evaluation can be diagnostic, formative, or summative. Diagnostic evaluation occurs at the start of learning to understand student needs. Formative evaluation provides feedback during learning. Summative evaluation assesses learning outcomes at the end. Evaluation can also be global, covering all learning areas, or partial, focusing on specific parts. The standards used for comparison can be criteria-based or norm-referenced.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Week 12_Designing Instructional Materials and Conducting Summative Evaluation...
This is an introduction to designing instructional materials for their effective use in teaching-learning process.
Measuring learning outcomes
This document discusses measuring learning outcomes and evaluation in education. It defines evaluation as a systematic process to judge the worth or value of something. Evaluation in education measures student performance, teacher effectiveness, and program quality. The purposes of evaluation include motivation, feedback, modification, selection, and certification. There are five basic components of evaluation: audience, purpose, questions, scope, and resources. Evaluation differs from assessment in timing and purpose. There are various types of evaluation, including formative/process evaluation, content evaluation, summative/outcome evaluation, impact evaluation, and program evaluation. Evaluation methodologies should be selected based on educational objectives and domains.
A4.Flores.Alisson.CatedraItegradora.pptx
The document discusses different methods of assessing student performance. It describes formative assessment as a process used by teachers to determine what and how students are learning, and summative assessment as tests administered at the end of a term to evaluate achievement levels. The document also discusses performance-based assessment, which requires students to demonstrate skills and knowledge through activities like oral presentations, debates, and play-based assessments.
Curriculum (formative & summative) evaluation
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Chapter 12 se
Summative evaluation is used to collect data and make decisions about adopting or continuing instruction. It has two phases: expert judgment and field trial. The expert judgment phase determines if current or alternative instructions meet needs by evaluating congruence with goals, completeness, strategies, and user satisfaction. The field trial collects data on learner outcomes, transfer, organizational need resolution, and management perspectives like costs. The summative evaluation is designed to be conducted by external evaluators to make objective judgments on instructional strengths and weaknesses.
Note on Evaluation and Assessment in Nursing Education (Part - 01)
The document discusses evaluation and assessment in nursing education. It defines evaluation as a process of making judgments to establish goals and determine if they are being achieved. Assessment focuses on individual learners and learning outcomes. The purposes of evaluation in nursing include determining students' knowledge, clinical performance, strengths and weaknesses to guide learning. Formative evaluation monitors student progress, while summative evaluation determines if learning objectives were met at the end of a course. Criterion-referenced and norm-referenced evaluation are described. Principles of evaluation include determining objectives in advance and using various techniques.
Similar to Assign 10 (20)
Summative and formative evaluation in the process of
Summative and formative evaluation in the process of
A4,LASLUISA.MERCEDES.DISEÑO DESA REC ESTRATEGÍAS.pptx
A4,LASLUISA.MERCEDES.DISEÑO DESA REC ESTRATEGÍAS.pptx
Week 12_Designing Instructional Materials and Conducting Summative Evaluation...
Week 12_Designing Instructional Materials and Conducting Summative Evaluation...
Note on Evaluation and Assessment in Nursing Education (Part - 01)
Note on Evaluation and Assessment in Nursing Education (Part - 01)
Recently uploaded
原版定做(penn毕业证书)美国宾夕法尼亚大学毕业证文凭学历证书原版一模一样
原版纸张【微信：741003700 】【(penn毕业证书)美国宾夕法尼亚大学毕业证、文凭学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
UNIT V ACTIONS AND COMMANDS, FORMS AND CONTROLS.pptx
Actions and Commands:
Tap, Swipe, and Pinch
Rotate and Shake -Buttons -Menu Bars – Menus
Toolbars - Links- Action Panels
Hover Tools - Keyboard Actions- Drag-and-Drop
Typed Commands-Affordance-Direct Manipulation.
Forms and Controls:
Basics of Form Design
Patterns.
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
The Game Concept created as a Final Project piece for college. Creative Media year 2 student
Divertidamente SLIDE.pptxufururururuhrurid8dj
Hsuehebvdhdueuw8wiiwieih3udud8e8wisbdydvw7wbidj38ehehdheuwjhdiwjwieheheueurhryrurhrgryd7eueue
Mohannad Abdullah portfolio _ V2 _22-24
Mohannad Abdullah
Architecture | Interior Design
portoflio_V2_22-24
ARENA - Young adults in the workplace (Knight Moves).pdf
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Graphic Design Tools and Software .pptx
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Timeless Principles of Good Design
Timeless Principles of Good Design from my 2015 Presentation at TYPO SF
Top Interior Designers in Bangalore.pdf1
Decormart Studio is widely recognized as one of the best interior designers in Bangalore, known for their exceptional design expertise and ability to create stunning, functional spaces. With a strong focus on client preferences and timely project delivery, Decormart Studio has built a solid reputation for their innovative and personalized approach to interior design.
Connect Conference 2022: Passive House - Economic and Environmental Solution...
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
一比一原版(UW毕业证)西雅图华盛顿大学毕业证如何办理
UW毕业证学历书【微信95270640】做UW文凭、办UW文凭、买UW文凭Q微信95270640买办国外文凭UW毕业证买学历咨询/代办美国毕业证成绩单文凭、办澳洲文凭毕业证、办加拿大大学毕业证文凭英国毕业证学历认证-毕业证文凭成绩单、假文凭假毕业证假学历书制作仿制、改成绩、教育部学历学位认证、毕业证、成绩单、文 凭、UW学历文凭、UW假学位证书、毕业证文凭、、文凭毕业证、毕业证认证、留服认证、使馆认证、使馆证明 、使馆留学回国人员证明、留学生认证、学历认证、文凭认证、学位认证
(诚招代理)办理国外高校毕业证成绩单文凭学位证,真实使馆公证（留学回国人员证明）真实留信网认证国外学历学位认证雅思代考国外学校代申请名校保录开请假条改GPA改成绩ID卡
1.高仿业务:【本科硕士】毕业证,成绩单（GPA修改）,学历认证（教育部认证）,大学Offer,,ID,留信认证,使馆认证,雅思,语言证书等高仿类证书；
2.认证服务: 学历认证（教育部认证）,大使馆认证（回国人员证明）,留信认证（可查有编号证书）,大学保录取,雅思保分成绩单。
3.技术服务：钢印水印烫金激光防伪凹凸版设计印刷激凸温感光标底纹镭射速度快。
办理西雅图华盛顿大学西雅图华盛顿大学毕业证假文凭流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
-办理真实使馆公证（即留学回国人员证明）
-办理各国各大学文凭（世界名校一对一专业服务,可全程监控跟踪进度）
-全套服务：毕业证成绩单真实使馆公证真实教育部认证。让您回国发展信心十足！
（详情请加一下 文凭顾问+微信:95270640）欢迎咨询！实伙伴平时山娃上学阿黑也摇头晃脑地跟去暑假用不着上学阿黑更是天天围着山娃转山娃上山除了察看埋下的野兽铁夹子看护早上逐上山的大黄牛外也觅着采草药摘红菇积攒起来拿到镇上卖山娃知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思片
定制美国西雅图城市大学毕业证学历证书原版一模一样
原版一模一样【微信：741003700 】【美国西雅图城市大学毕业证学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
UNIT IV-VISUAL STYLE AND MOBILE INTERFACES.pptx
Visual Style and Aesthetics: Basics of Visual Design
Visual Design for Enterprise Applications
Range of Visual Styles.
Mobile Interfaces:
Challenges and Opportunities of Mobile Design
Approach to Mobile Design
Patterns
一比一原版(BU毕业证)波士顿大学毕业证如何办理
BU毕业证学位证【微信95270640】办理BU毕业证【Q微信95270640】波士顿大学毕业证书原版↑制作波士顿大学学历认证文凭办理波士顿大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
【实体公司】办波士顿大学波士顿大学本科毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.波士顿大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供波士顿大学波士顿大学本科毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思念父亲了老想着进父亲的城看看每次从城里洋里洋气地回来小伙伴们总争论着各自到过的城比试比试谁父亲的城最大最美他们大谈城里的新鲜事大谈父亲携他们逛城的快乐事在孩子们幼小的心中地
PDF SubmissionDigital Marketing Institute in Noida
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
[3:29 am, 30/05/2024] +91 83818 43552: Safalta Digital Marketing Institute in Noida also provides advanced classes for individuals seeking to develop their expertise and skills in this field. These classes, led by industry experts with vast experience, focus on specific aspects of digital marketing such as advanced SEO strategies, sophisticated content creation techniques, and data-driven analytics.
一比一原版(Columbia毕业证)哥伦比亚大学毕业证如何办理
Columbia毕业证offer【微信95270640】☀《哥伦比亚大学毕业证购买》Q微信95270640《Columbia毕业证文凭补》文凭、本科、硕士、研究生学历都可以做,留信认证的作用：
1：该专业认证可证明留学生真实留学身份。
2：同时对留学生所学专业等级给予评定。
3：国家专业人才认证中心颁发入库证书
4：这个入网证书并且可以归档到地方
5：凡是获得留信网入网的信息将会逐步更新到个人身份内，将在网内查询个人身份证信息后，同步读取人才网入库信息。
6：个人职称评审加20分。
7：个人信誉贷款加10分。
8：在国家人才网主办的全国网络招聘大会中纳入资料，供国家500强等高端企业选择人才《文凭Columbia毕业证书原版制作Columbia成绩单》仿制Columbia毕业证成绩单哥伦比亚大学学位证书pdf电子图》。
办国外哥伦比亚大学哥伦比亚大学毕业证录取书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1哥伦比亚大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外哥伦比亚大学哥伦比亚大学毕业证录取书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。我们的亲人生我养我的父母您们的年迈的苍老换来了我们新一代的新鲜与活力无论我们在哪里父母对我们的爱和思念为我们的生命增加了光彩给予我们自由追求的力量生活的力量我们也不忘感恩正因为这股感恩的线牵着我们使我们在一年的结束时刻义无反顾的踏上了回家的旅途人们常说父母恩最难回报愿我能以当年爸爸妈妈对待小时候的我们那样耐心温柔地对待我将渐渐老去的父母体谅他们以反哺之心奉敬父母以感恩之心孝顺父母哪怕只为父母换洗的
Heuristics Evaluation - How to Guide.pdf
This guide helps identify potential issues related to navigation, clarity, consistency, and other factors that can affect user experience.
Recently uploaded (20)
UNIT V ACTIONS AND COMMANDS, FORMS AND CONTROLS.pptx
UNIT V ACTIONS AND COMMANDS, FORMS AND CONTROLS.pptx
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
ARENA - Young adults in the workplace (Knight Moves).pdf
ARENA - Young adults in the workplace (Knight Moves).pdf
Connect Conference 2022: Passive House - Economic and Environmental Solution...
Connect Conference 2022: Passive House - Economic and Environmental Solution...
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
PDF SubmissionDigital Marketing Institute in Noida
PDF SubmissionDigital Marketing Institute in Noida
Assign 10
- 2. BACKGROUND Summative assessments are utilized to assess understudy learning toward the finish of a unit or course and frequently decide course reviews, or if nothing else convey incredible incentive towards that assurance. Summative assessments devices most ordinarily used are mid-term or end-of-term exams to decide the level at which understudies accomplished the desires for their learning as endorsed by the teacher and to distinguish instructional zones that may require extra consideration.
- 3. Objectives Define the purpose of summative evaluation Design a summative evaluation to examine organizational benefits of instruction they have implemented Describe the TWO phases of summative evaluation and the decisions resulting from each phase Contrast Formative and summative evaluation by purpose and design
- 4. Summative evaluation Refers to the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants' development at a particular time. Summative evaluation looks at the impact of an intervention on the target group. This type of evaluation is arguably what is considered most often as 'evaluation' by project staff and funding bodies- that is, finding out what the project achieved.
- 6. Summative Evaluation Determining the extent to which a student has achieved the course objectives Can occur during a term as well as at the end of the instruction Summative assessment methods are the most traditional ways of evaluating student work
- 8. Summative Evaluation exa,ple clink link https://www.youtube.com/watch?v=1ahnYCMqhR4 https://study.com/academy/lesson/standardized-assessments-formative- vs-summative-evaluations.html
- 9. Two Main Phases of SummativeTwo Main Phases of Summative Evaluation Field trial phase Expert Judgement phase
- 10. Expert Judgement Phas Congruence Analysis is the he master judgment stage comprises of playing out a coinciding investigation comprising of a substance examination, outline investigation, utility and plausibility examination, and current client investigation. As each stage is directed a no, no go, choice is made. Assuming no, at that point the materials are sent back with criticism for additionally plan and advancement. This stage is led with the instructional originator, the topic specialists and frequently an outer analyst. Target students are not associated with this phase of assessment.
- 11. Expert judgement phase Purpose: do the material have potiential for meeting this organizations needs? There are several activities that decide whether the candidate instruction is promising. 1. Congruence Analysis 2. 2. Content Analysis 3. 3. Design Analysis 4. 4. Utility and Feasibility Analysis 5. 5. Current User Analysis
- 12. Expert judgement phase These experts provide expertise to ensure the project or phase closure is performed to the appropriate standards
- 14. Field trial phase Analysis 1. Are the instructor and managers attitudes good? 2. Are costs related to time opersonnel equipment and resources reasonable
- 15. Field Trial PhaseField Trial Phase Are the materials effective with target learners in the prescribed setting? Outcomes Analysis: 1.Impact on Learners 2.Impact on Job 3.Impact on Organization
- 16. Summary As a change agent, you must constantly evaluate the strategy consistently to ensure that the organizational is feasible. Objectives and decide the value or legitimacy in an instructive setting is imperative. All around planned assessments likewise give data that can help clarify the discoveries that are watched. In nowadays of change, teachers are persistently looked with the difficulties of assessing their advancements and deciding if advance is being made or expressed objectives have, truth be told, been come to.
- 17. Gary Howard coachghoward@gmail.com Apt 501