This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
The document discusses test appraisal systems and procedures. It defines test appraisal as evaluating student performance on tests and sharing results to improve performance. Key topics covered include assembling classroom tests, important test characteristics like validity and reliability, conducting item analysis to evaluate test questions, establishing test validity and reliability, and preparing test item banks. Item analysis is a statistical technique used to evaluate test questions based on difficulty level and ability to discriminate between higher and lower performing students. Guidelines provided recommend selecting questions with discrimination indexes over 0.4 and difficulty values between 0.2-0.8.
This document discusses factors that affect language test scores and reliability. It defines reliability as the proportion of observed score variance due to true score variance. Reliability can be estimated using internal consistency, stability over time, and equivalence of alternate forms. Internal consistency examines consistency of performance across parts of a test and can be estimated using split-half reliability, which treats halves of a test as parallel forms.
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
The document discusses the concept of cost-benefit analysis (CBA) for evaluating information systems projects. CBA measures and compares the costs and benefits of a project to determine if its benefits outweigh its costs. The CBA process involves identifying the tangible and intangible costs and benefits of a project, evaluating them, and choosing the system with the lowest costs but highest benefits. CBA is useful for decision making by individuals, companies, and governments.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approachesdctrcurry
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
I gave this talk at a Nigeria Health Summit in March 2016. It was an introduction to impact evaluation: what it is, when it's a good idea, and some possible approaches.
This document discusses various approaches to program evaluation including objective-oriented, expertise-oriented, participant-oriented, and consumer-oriented approaches. It provides examples of each approach and how they may be applied. Strengths and weaknesses of each approach are considered. The document also discusses evaluation methods such as surveys, interviews, and mixed methods. References are provided on related research and examples of evaluation studies.
The document discusses test appraisal systems and procedures. It defines test appraisal as evaluating student performance on tests and sharing results to improve performance. Key topics covered include assembling classroom tests, important test characteristics like validity and reliability, conducting item analysis to evaluate test questions, establishing test validity and reliability, and preparing test item banks. Item analysis is a statistical technique used to evaluate test questions based on difficulty level and ability to discriminate between higher and lower performing students. Guidelines provided recommend selecting questions with discrimination indexes over 0.4 and difficulty values between 0.2-0.8.
This document discusses factors that affect language test scores and reliability. It defines reliability as the proportion of observed score variance due to true score variance. Reliability can be estimated using internal consistency, stability over time, and equivalence of alternate forms. Internal consistency examines consistency of performance across parts of a test and can be estimated using split-half reliability, which treats halves of a test as parallel forms.
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
The document discusses the concept of cost-benefit analysis (CBA) for evaluating information systems projects. CBA measures and compares the costs and benefits of a project to determine if its benefits outweigh its costs. The CBA process involves identifying the tangible and intangible costs and benefits of a project, evaluating them, and choosing the system with the lowest costs but highest benefits. CBA is useful for decision making by individuals, companies, and governments.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approachesdctrcurry
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
I gave this talk at a Nigeria Health Summit in March 2016. It was an introduction to impact evaluation: what it is, when it's a good idea, and some possible approaches.
Impact evaluation is used to determine the effectiveness of programs by examining outcomes and determining if goals were achieved. It typically occurs retrospectively on mature programs and uses approaches like objectives-based, needs-based, or process-outcome evaluations to establish what works and why by measuring outcomes rather than just outputs. The major concerns are determining if the program was implemented as planned and what benefits were achieved for participants.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
School Effectiveness, Accountability and ImprovementMiss Beau
This document discusses key aspects of school accountability systems. It compares the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), noting that ESSA requires additional indicators of student success and emphasizes a more holistic approach to accountability. The document outlines categories used to formulate new accountability concepts, including measuring college/career readiness progress and diagnosing/responding to challenges. It also discusses the goals of accountability approaches in driving equal opportunities and continuous improvement.
This slide is about the topic of Curriculum.
I retrieved it from:
Agumba, H. (2018). Curriculum: Lecture Slides. University of Johannesburg. Johannesburg.
The document discusses the process of educational policy formulation, implementation, and evaluation. It involves several key phases and steps:
1. The policy formulation process involves determining national objectives, assessing needs according to objectives, finalizing themes and target areas, setting targets based on trend projections, and preparing and publishing the policy.
2. Policy implementation is the dynamic process of converting policies and plans into specific programs and projects. It requires choosing appropriate policy instruments and implementation approaches.
3. Policy evaluation assesses the effects of the policy and provides direction for programs and strategies. It identifies reasons why policies may not be implemented successfully, such as implementation gaps between objectives and outcomes.
Daniel Stufflebeam developed the CIPP (Context, Input, Process, Product) model for curriculum evaluation. The CIPP model evaluates a curriculum by assessing the context, input, process, and product. It provides information for setting objectives, determining curriculum components, providing feedback during implementation, and appraising outcomes not just at the end of the curriculum.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
model of curriculum develpoment by willes and bondi. although it is very difficult to find this model in google any way i got it so sharing with you . hape u like it
Classroom instruction needs to be evaluated from time to time so as to check whether it continually provide the desired information and knowledge to its target clientele.
The document outlines quality assurance mechanisms that can be used at different levels - school, division, and region - to ensure standards of quality are followed in implementing core processes. At each level, various tools are described, such as checklists, monitoring forms, and assessment guides. These tools focus on planning, implementation, mid-term evaluation, and end-of-cycle evaluation of initiatives. The goal is to apply quality assurance measures throughout the process to achieve intended outcomes.
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.
Provincial education assessment systems play an important role in enhancing quality education at school level. They systematically evaluate student learning, monitor education standards, and identify factors influencing achievement. This helps inform policies and direct teacher efforts to improve performance. Provincial systems in Pakistan aim to assess higher-order skills like critical thinking in addition to knowledge. The assessments provide feedback to detect and address issues facing students and teachers.
The document describes the ABCD model for program evaluation. The model has four components: A) beneficiaries or clients of the program, B) the program itself, C) effects or outcomes of the program, and D) social impact. An example study is described that uses the ABCD model to evaluate a Botika ng Barangay (BnB) or community drugstore program. The study assesses the program's contributions to community health, savings, and living standards. The evaluation finds positive effects including reduced health expenditures and improved health outcomes.
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.
This document provides an overview of cost benefit analysis (CBA). It discusses the history and principles of CBA, including key indicators like net present value. Challenges of CBA like inaccurate cost and benefit estimation are outlined. The document also presents a case study of implementing new computer equipment in an organization and calculating the costs, benefits, and payback period. It concludes that performing a thorough CBA is important for evaluating projects and avoiding erroneous conclusions.
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
The document summarizes the educational planning process at the national and sub-national levels in the Philippines. At the national level, the National Economic and Development Authority coordinates overall planning and implementation. Provincial and municipal development councils are responsible for development at their respective levels. Each sector, including education, prepares plans that are integrated into development plans. Educational planning involves coordination across levels of government to establish priorities, policies, programs and projects.
Theories of Planning by: Dr. Eusebio F. Miclat Jr. Development Planning & Bu...Jo Balucanag - Bitonio
This document discusses theories, concepts, and rationale of strategic planning. It describes different theories of strategic planning including philosophical synthesis, rationalism, organizational development, and empiricism. It also discusses concepts of strategic planning in the context of business, administration, and socio-economic development. Finally, it outlines various purposes of strategic planning such as orienting organizations to community needs, establishing priorities amid limited resources, and realistically forecasting events through an exercise in "futurology".
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
Step 1 Project Initiation and get organized Rev1_print.pptxARNELUSMAN2
The document provides an introduction to quality concepts, principles, and evolution. It defines quality, discusses total quality management and continuous improvement methodology. It outlines how to evaluate school performance, select continuous improvement projects, and challenges that can lead CI projects to fail. It also describes the assess stage of continuous improvement and setting up an organizational structure to support a school-based CI program.
Topic: Concept of Classroom Assessment
Student Name: Sara Mirza
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Impact evaluation is used to determine the effectiveness of programs by examining outcomes and determining if goals were achieved. It typically occurs retrospectively on mature programs and uses approaches like objectives-based, needs-based, or process-outcome evaluations to establish what works and why by measuring outcomes rather than just outputs. The major concerns are determining if the program was implemented as planned and what benefits were achieved for participants.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
School Effectiveness, Accountability and ImprovementMiss Beau
This document discusses key aspects of school accountability systems. It compares the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), noting that ESSA requires additional indicators of student success and emphasizes a more holistic approach to accountability. The document outlines categories used to formulate new accountability concepts, including measuring college/career readiness progress and diagnosing/responding to challenges. It also discusses the goals of accountability approaches in driving equal opportunities and continuous improvement.
This slide is about the topic of Curriculum.
I retrieved it from:
Agumba, H. (2018). Curriculum: Lecture Slides. University of Johannesburg. Johannesburg.
The document discusses the process of educational policy formulation, implementation, and evaluation. It involves several key phases and steps:
1. The policy formulation process involves determining national objectives, assessing needs according to objectives, finalizing themes and target areas, setting targets based on trend projections, and preparing and publishing the policy.
2. Policy implementation is the dynamic process of converting policies and plans into specific programs and projects. It requires choosing appropriate policy instruments and implementation approaches.
3. Policy evaluation assesses the effects of the policy and provides direction for programs and strategies. It identifies reasons why policies may not be implemented successfully, such as implementation gaps between objectives and outcomes.
Daniel Stufflebeam developed the CIPP (Context, Input, Process, Product) model for curriculum evaluation. The CIPP model evaluates a curriculum by assessing the context, input, process, and product. It provides information for setting objectives, determining curriculum components, providing feedback during implementation, and appraising outcomes not just at the end of the curriculum.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
model of curriculum develpoment by willes and bondi. although it is very difficult to find this model in google any way i got it so sharing with you . hape u like it
Classroom instruction needs to be evaluated from time to time so as to check whether it continually provide the desired information and knowledge to its target clientele.
The document outlines quality assurance mechanisms that can be used at different levels - school, division, and region - to ensure standards of quality are followed in implementing core processes. At each level, various tools are described, such as checklists, monitoring forms, and assessment guides. These tools focus on planning, implementation, mid-term evaluation, and end-of-cycle evaluation of initiatives. The goal is to apply quality assurance measures throughout the process to achieve intended outcomes.
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.
Provincial education assessment systems play an important role in enhancing quality education at school level. They systematically evaluate student learning, monitor education standards, and identify factors influencing achievement. This helps inform policies and direct teacher efforts to improve performance. Provincial systems in Pakistan aim to assess higher-order skills like critical thinking in addition to knowledge. The assessments provide feedback to detect and address issues facing students and teachers.
The document describes the ABCD model for program evaluation. The model has four components: A) beneficiaries or clients of the program, B) the program itself, C) effects or outcomes of the program, and D) social impact. An example study is described that uses the ABCD model to evaluate a Botika ng Barangay (BnB) or community drugstore program. The study assesses the program's contributions to community health, savings, and living standards. The evaluation finds positive effects including reduced health expenditures and improved health outcomes.
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.
This document provides an overview of cost benefit analysis (CBA). It discusses the history and principles of CBA, including key indicators like net present value. Challenges of CBA like inaccurate cost and benefit estimation are outlined. The document also presents a case study of implementing new computer equipment in an organization and calculating the costs, benefits, and payback period. It concludes that performing a thorough CBA is important for evaluating projects and avoiding erroneous conclusions.
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
The document summarizes the educational planning process at the national and sub-national levels in the Philippines. At the national level, the National Economic and Development Authority coordinates overall planning and implementation. Provincial and municipal development councils are responsible for development at their respective levels. Each sector, including education, prepares plans that are integrated into development plans. Educational planning involves coordination across levels of government to establish priorities, policies, programs and projects.
Theories of Planning by: Dr. Eusebio F. Miclat Jr. Development Planning & Bu...Jo Balucanag - Bitonio
This document discusses theories, concepts, and rationale of strategic planning. It describes different theories of strategic planning including philosophical synthesis, rationalism, organizational development, and empiricism. It also discusses concepts of strategic planning in the context of business, administration, and socio-economic development. Finally, it outlines various purposes of strategic planning such as orienting organizations to community needs, establishing priorities amid limited resources, and realistically forecasting events through an exercise in "futurology".
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
Step 1 Project Initiation and get organized Rev1_print.pptxARNELUSMAN2
The document provides an introduction to quality concepts, principles, and evolution. It defines quality, discusses total quality management and continuous improvement methodology. It outlines how to evaluate school performance, select continuous improvement projects, and challenges that can lead CI projects to fail. It also describes the assess stage of continuous improvement and setting up an organizational structure to support a school-based CI program.
Topic: Concept of Classroom Assessment
Student Name: Sara Mirza
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Saran's curriculum model analyzes curriculum development into three main components: input, process, and output. The input aspect involves identifying needs, selecting content, and formulating objectives. The process aspect develops objectives based on content and structures them in a taxonomy. The output aspect evaluates whether objectives are achieved and provides feedback to improve the input, process, and curriculum system overall. The model emphasizes empirically testing the curriculum through tryouts to examine its workability.
Curriculum constrction sem i evaluation modelsRaj Kumar
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
This document discusses different types of evaluation used at various stages of instructional design: formative, summative, and confirmative evaluation. Formative evaluation informs instructors during development, summative evaluates learning outcomes at completion, and confirmative evaluates long-term outcomes. Different evaluation methods are suited to different purposes, such as objective tests for knowledge and performance assessments for skills. Validity and reliability of evaluation instruments are important to ensure accurate measurement of learning objectives.
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
The document discusses curriculum and program evaluation. It defines evaluation and explains why it is important. It outlines the main stakeholders in evaluation and some of the political and ethical issues that can arise. It also provides an overview of the curriculum development process and different phases involved, from planning and needs assessment to implementation and evaluation. Key aspects of a program that can be evaluated are identified, such as needs, intentions, instruction, resources and results. Questions to ask and data sources for each aspect are suggested. Finally, it recaps the different evaluation items and their place within the curriculum development model.
Quality management in teacher education programmeSuchitraBehera11
Quality management in teacher education programs involves quality planning, assurance, control, and improvement. It aims to maximize outcomes among trainees by developing necessary skills and attributes through effective instructional processes. Key factors that impact quality include material resources, infrastructure, human resources, financial resources, and leadership. Suggestions for improving teacher education programs include personality development programs, accreditation, connecting with internal quality assurance cells, providing ongoing teacher support, and investing in high-quality teacher education.
The presentation talks about different aspects of assessment with regards to bioethics education. These aspects include formative and summative assessments, constructive alignment and various tools for assessment.
The document discusses the role and functions of Internal Quality Assurance Cells (IQACs) in higher education institutions in India. It notes that IQACs were established by the University Grants Commission (UGC) to ensure continuous improvement in the quality of education. IQACs work to develop and apply quality benchmarks, collect and analyze data on institutional performance, disseminate information on best practices, and provide recommendations to enhance academic excellence. The document outlines the composition, responsibilities and activities of IQACs, including developing systems for quality enhancement, promoting research and best practices, obtaining accreditation, and building the capacity of institutions.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
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.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
This document discusses evaluating coursework from a student perspective. It outlines common purposes of evaluation like quality assurance and improving teaching. The focus of evaluation should be on both teaching/teacher and learning/outcomes. Strategies mentioned include surveys, observations, interviews, pre-/post-testing. Drawbacks include low response rates and students not always accurately assessing teaching. The document advocates using a variety of quantitative and qualitative methods like those in Kirkpatrick's four-level model to gain a holistic view of a course's effectiveness and opportunities for improvement from both a student learning and teaching practice perspective.
This document discusses evaluation of counseling programs. It states that evaluation is critical for program improvement and accountability. The purpose is to determine the value of the program and its activities to make decisions about the future. Evaluation measures process (delivery of services) and outcomes. It provides continuous feedback for improvement. Evaluation involves 8 steps and uses methods like surveys, case studies, and experiments to evaluate goals, delivery of services, and outcomes. The results are used to improve counseling programs.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
The document discusses evaluation of educational programs and learners. It defines evaluation as assessing the worth of teaching and learning. Evaluation is used to make decisions about training programs based on needs assessment, though barriers like lack of training and resistance can exist. The Kirkpatrick model is then explained as a popular method involving 4 levels - reaction, learning, behavior, and results. Finally, the document outlines the steps to evaluation as defining purpose, selecting a method, designing tools, collecting data, analyzing results, and reporting.
Similar to Decision oriented evaluation approaches (20)
Starvation in the Midst of Plenty (Case Scenario on Traditional Lecture)Jibran Mohsin
Dr. Raza Hassan has received poor feedback and attendance from students in his lectures. He believes he is doing a good job by preparing thoroughly from textbooks and lecturing as he was taught. However, the literature identifies issues with his approach, including lack of engagement, outdated content, poor presentation skills, and resistance to change. Effective lectures require interactive methods, multiple sources, visual aids, and addressing different learning styles in a conducive environment.
Experiential Learning through the lens of Communities of Practice (CoP) theoryJibran Mohsin
Individual Presentation on "Experiential Learning through the lens of Communities of Practice (CoP) theory"
Advanced Level Course on Teaching and Learning 1
Master of Health Professions Education
Department for Educational Development
The Aga Khan University
Tuesday, February 07, 2023
This document discusses screening guidelines for various gynecologic cancers including cervical, ovarian, and endometrial cancers. For cervical cancer, recommended screening includes HPV testing, Pap smears, and visual inspection with acetic acid. No screening tests are recommended for ovarian cancer due to lack of specificity and no reduction in mortality seen in trials. Genetic testing is recommended for high risk patients. Endometrial cancer screening is also not recommended for average risk patients due to lack of cost effectiveness and evidence.
The document describes three teaching models for use in an outpatient clinic: the traditional preceptor model, the One-Minute Preceptor (OMP) model, and the SNAPPS model. It defines the components and process of each model, compares their differences, and evaluates their effectiveness and appropriate usage contexts. The traditional model focuses on patient care over teaching, while OMP and SNAPPS emphasize learner engagement and clinical reasoning by providing feedback and guiding the learner through case discussions. The presenter applies OMP and SNAPPS in their own surgical clinic depending on learner level. External sources support the models' positive impact on teaching skills and clinical reasoning.
Dr. Marina implemented various constructivist teaching methods like peer tutoring, cooperative learning groups, and jigsaw approach in her pharmacology class. However, she faced issues with student and parent complaints. The key issues were ineffective use of peer tutoring due to lack of training, inappropriate grouping of students based only on attributes instead of abilities, and lack of team building skills. The recommendations include using cross-age tutoring instead of same-age, involving parents to explain benefits of peer learning, starting with simple cooperative tasks to build team skills, and considering student abilities for grouping.
This document summarizes screening guidelines for various gynecologic cancers including cervical, ovarian, endometrial, and vaginal/vulvar cancers at Shaukat Khanum Memorial Cancer Hospital and Research Centre. For cervical cancer, recommended screening includes Pap smear, liquid-based cytology, HPV testing, visual inspection with acetic acid, and colposcopy. HPV testing has higher sensitivity than Pap smear and different uses as a primary screening test, test of cure, or triage test. Guidelines for screening frequency are provided for different contexts. Biomarkers and imaging are discussed for ovarian cancer screening but no definitive screening test is recommended due to limitations.
This document discusses mixed methods research designs. It defines mixed methods as procedures for collecting, analyzing, and combining both quantitative and qualitative data in a single study or series of studies. The document outlines the history of mixed methods, types of designs including convergent parallel, explanatory sequential, and exploratory sequential. It also covers key characteristics, ethical issues, steps for conducting mixed methods research, and evaluation of mixed methods studies.
This document discusses mixed methods research designs. It defines mixed methods as procedures for collecting, analyzing, and combining both quantitative and qualitative data in a single study or series of studies. The document outlines the history of mixed methods, types of designs including convergent parallel, explanatory sequential, and exploratory sequential. It also covers key characteristics, ethical issues, steps for conducting mixed methods research, and evaluation of mixed methods studies.
This document discusses how organizational structure and processes can be viewed through the lens of theatre and dramaturgy. It begins by outlining dramaturgical and institutional theory, noting how organizations seek legitimacy by mirroring prevailing social structures and ideas. It then examines how specific organizational elements like meetings, planning, evaluation and power dynamics can be interpreted as symbolic performances rather than rational processes. The document argues this theatrical perspective reveals how organizations are sometimes more focused on appearances than outcomes. It concludes by considering how these concepts apply to medical colleges and opportunities for improvement.
The Leadership Challenge: Distance Learning & Online Teaching at Medical & De...Jibran Mohsin
The document discusses the leadership challenge of digitally enhancing the curriculum at the Medical and Dental Colleges affiliated with Dow University of Health Sciences (DUHS) in Karachi, Pakistan. Dr. Yahya has been appointed as the Additional Director of Distance Learning and Online Teaching to maximize the use of digital resources. His challenge is to overcome barriers and develop an inclusive learning environment utilizing digital technologies. A situational analysis was conducted and transformational leadership approaches were identified to create buy-in, develop faculty skills, and pilot digital transformations of select courses. The goal is to enhance the student experience and prepare the system for situations requiring online education, like the COVID-19 pandemic. A strategic plan with objectives, budget, and force
Ensuring high-quality patient care: the role of accreditation, licensure, spe...Jibran Mohsin
The document discusses accreditation, licensure, certification and revalidation processes for physicians. It notes that accreditation aims to ensure quality medical education and competent graduates to ensure patient safety. Licensure and certification provide assurance that physicians are qualified to practice medicine. Revalidation processes aim to ensure physicians maintain up-to-date skills and knowledge throughout their careers. While these processes aim to promote quality and safety, the document notes there is limited evidence on their effectiveness and impact on patient outcomes. Further research is needed to validate these processes and identify best practices.
Fertility Preservation for Gynecologic Cancer PatientsJibran Mohsin
This document discusses fertility preservation options for young women diagnosed with gynecologic cancers. It covers cervical, endometrial, and ovarian cancers. For early-stage cervical cancer, conization or radical trachelectomy can allow fertility preservation. For early-stage endometrial cancer, hormonal treatment with progesterone may induce remission and allow attempted pregnancy. For early-stage ovarian cancers including borderline tumors and germ cell tumors, fertility-sparing surgery such as unilateral salpingo-oophorectomy may be an option. Patient selection is crucial to balance oncologic and fertility outcomes.
This document summarizes information about endometrial cancer from Shaukat Khanum Memorial Cancer Hospital and Research Centre. It discusses the epidemiology, risk factors, classification, diagnosis, staging, treatment approaches including surgery and adjuvant therapy, prognosis, and recurrent disease. The summary provides an overview of endometrial cancer including that it is the most common female genital tract cancer, obesity is a strong risk factor, around 80% of cases present at an early stage, surgery is the main treatment, and refinement of adjuvant therapy for early stage disease remains challenging.
This document provides an overview of high grade serous ovarian cancer including its epidemiology, classification, genetics, origin, pathology, risk factors, clinical presentation, diagnosis, staging, treatment, and prognosis. It discusses the cell of origin of HGSOC and various theories. Key points covered include the importance of BRCA1 and BRCA2 mutations, the use of debulking surgery and chemotherapy for advanced stage disease, and bevacizumab as a first line treatment option. Quantitative indicators for evaluating prognosis like the PCI score are also summarized.
Short-course radiotherapy followed by chemotherapy before total mesorectal excision (TME) versus preoperative chemoradiotherapy, TME, and optional adjuvant chemotherapy in locally advanced rectal cancer (RAPIDO): a randomized, open-label, phase 3 trial
CURRICULUM ON RESIDENCY PROGRAM FOR FCPS MOLECULAR PATHOLOGYJibran Mohsin
CURRICULUM ON RESIDENCY PROGRAM FOR FCPS MOLECULAR PATHOLOGY (Advanced Level Course on Curriculum Development in Health Professions Education, Department for Educational Development, The Aga Khan University)
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Versio
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
TEST BANK For An Introduction to Brain and Behavior, 7th Edition by Bryan Kolb, Ian Q. Whishaw, Verified Chapters 1 - 16, Complete Newest Version
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
2. Introduction
• Rationale
• Evaluation being ignored in 1970’s
• Effective: Providing information for decision making by serving decision makers
• Approaches
• CIPP (Context-Input-Process-Product) Model (system, stage wise approach)
• UFE (Utilization-Focused Evaluation) Model (personal approach)
• Evaluability assessment / Performance monitoring
3. CIPP Evaluation Model
• IMPLEMENTIN
G decisions
• RECYCLIN
G
• decisions
• STRUCTIN
G decisions
• PLANNING
• decisions
Context
evaluation
Input
evaluation
Process
evaluation
Product
evaluation
4. CIPP Evaluation Model
• Evaluation Role
• Formative (Guidance, Prospective)
• Summative (Comparison, Retrospective)
• Steps
• Focus
• Information (collection, Organization, Analyses, Report)
• Administration
• Core values
5. Utilization-Focused Evaluation (UFE)
• Assumptions
• Primary purpose: inform decision
• Identify Primary/key user(s) – interested (“Personal factor”) + Authoritative
• Defined as
• Evaluation done for and with specific intended primary users for specific
intended uses”
• Stages
• Identification of intended user, conduct of study and result interpretation /
decision making
7. Application to own educational practices
• Performance monitoring is commonly used to facilitate decision
making on outcome-based information.
• CIPP model can be used to evaluate the undergraduate program at
Medical College.
• Personal factor directed evaluation is another method of evaluating
the internship program at Medical College.
8. Application to own educational practices /
External Reading
• Study conducted by International Islamic University (IIU), Islamabad
• Objective:
• To evaluate the quality of education at school level by assessing the CIPP of two
schools falling under a Welfare School System in Rawalpindi.
• Conclusion:
• Welfare School System under study, barring a few shortcomings, is trying to
maintain quality and
• taking further steps for the improvement of quality of education.
Aziz S, Mahmood M, Rehman Zahra. Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational
Development. Jun 2018. 5(1);189-206.
9. Constructive Critique
• Strength
• Oldest approaches, still frequently used (Longevity)
• Help system /people in making decisions
• Weakness
• Social equity and equality being ignored (“Hired gun”)
• Lack of decisive leadership
• Inability to respond to critical questions not matching with concerns of
primary user
• Dynamical organizational environment not addressed
10. Key Messages
• CIPP Model describes 4 program stages and types of decisions
policymaker can face at each stage.
• UFE approach attempts to produce evaluations that improve
decisions by using personal factor (intended user with specific
intended use)
• Evaluability assessment designed to influence decision whether to
conduct evaluation, whereas performance monitoring provide
ongoing outcome information to allow data-based decisions.