This document summarizes Kirkpatrick's model of evaluation, which has four levels: reaction, learning, behavior, and results. It then describes a study that evaluated an intervention to reduce dropout rates in adult distance education programs. The study measured student reaction, learning outcomes, and dropout rates (levels 1-3). Results showed that over time, students were more satisfied with courses and instructors. Pre- and post-tests showed increased learning. The dropout rate decreased significantly from 44% to 22% after interventions were implemented.
This presentation talks about extension education process in very concise and clear way. I am hopeful that students will find it quite useful for quick revision of the topic.
60, Li, comparing quality assurance mechanisms for student learning outcomes ...pochun Li
This article is an ongoing doctoral research and it aims to compare academics’ perceptions of quality assurance mechanisms for ensuring undergraduate student learning outcomes between Taiwan and England. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (2013) has been conducting the second 5-year cycle of higher education evaluation. The aim of this evaluation is to examine the mechanisms and practice of each department and graduate school for ensuring their student learning outcomes. The issue of student learning outcomes is an important trend in the global higher education, but some challenges must be dealt with in Taiwan during the processes of policy borrowing (Phillips, 2009) since the new policy mainly refers experience to the UK’s quality assurance and the US’s accreditation systems. The primary challenges are the construction and implementation of the quality assurance mechanisms for learning outcomes in each university, and it has been argued that some implicit and non-cognitive learning outcomes are difficult to assess (Chen, 2013).
The empirical research is a comparative case study involving two purposively selected universities in England and Taiwan. In-depth, semi-structured qualitative interviews were conducted with 10 academics in each country. Most participants work in the field of education and they are at the different levels- university, faculty and department. It is supposed that academics’ perceptions could be different between the two countries, and academics within the same university could differ in their viewpoints on this issue. Also, public meeting minutes and internal quality assurance policies about student learning outcomes within the two universities were analysed.
The initial findings of this study will be presented and discussed, including the similarities and differences of quality assurance mechanisms for ensuring learning outcomes between the two countries. Another focus of discussion will be on academics’ positive and negative perceptions of the implementation and influences of the mechanisms and their suggestions for the improvements of the systems.
This presentation talks about extension education process in very concise and clear way. I am hopeful that students will find it quite useful for quick revision of the topic.
60, Li, comparing quality assurance mechanisms for student learning outcomes ...pochun Li
This article is an ongoing doctoral research and it aims to compare academics’ perceptions of quality assurance mechanisms for ensuring undergraduate student learning outcomes between Taiwan and England. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (2013) has been conducting the second 5-year cycle of higher education evaluation. The aim of this evaluation is to examine the mechanisms and practice of each department and graduate school for ensuring their student learning outcomes. The issue of student learning outcomes is an important trend in the global higher education, but some challenges must be dealt with in Taiwan during the processes of policy borrowing (Phillips, 2009) since the new policy mainly refers experience to the UK’s quality assurance and the US’s accreditation systems. The primary challenges are the construction and implementation of the quality assurance mechanisms for learning outcomes in each university, and it has been argued that some implicit and non-cognitive learning outcomes are difficult to assess (Chen, 2013).
The empirical research is a comparative case study involving two purposively selected universities in England and Taiwan. In-depth, semi-structured qualitative interviews were conducted with 10 academics in each country. Most participants work in the field of education and they are at the different levels- university, faculty and department. It is supposed that academics’ perceptions could be different between the two countries, and academics within the same university could differ in their viewpoints on this issue. Also, public meeting minutes and internal quality assurance policies about student learning outcomes within the two universities were analysed.
The initial findings of this study will be presented and discussed, including the similarities and differences of quality assurance mechanisms for ensuring learning outcomes between the two countries. Another focus of discussion will be on academics’ positive and negative perceptions of the implementation and influences of the mechanisms and their suggestions for the improvements of the systems.
Posters showing descriptions for Tiers 1, 2, 3, and 4 of a Pyramid of Interventions, as described in a Collaborative Response Model. More information and resources at http://jigsawlearning.ca
Posters showing descriptions for Tiers 1, 2, 3, and 4 of a Pyramid of Interventions, as described in a Collaborative Response Model. More information and resources at http://jigsawlearning.ca
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
10. Due to the effective instructional inputs and processes, DE students achieved significant learning outcomes.
11. Due to the positive reaction to the instructional inputs, learning processes, and successful learning outcomes, they more likely decided to continue to learn via distance education.
![Models of evaluation<br />(Kirkpatrick's model)<br />The name of the study: Evaluation of Effective Interventions to Solve<br />the Drop out Problem in Adult Distance Education.<br />The purpose of the study:<br />The purpose of this paper is to help audience understand how to design, implement, and evaluate interventions to<br />reduce high dropout rates<br />The levels of study besed on Kirkpatrick's model:<br />1-The level 1 evaluation:<br />is to measure learners' reaction to the educational organization's instructional inputs and processes.<br />2- The level 2 evaluation:<br /> is to measure the educational organization's<br />product: i.e., the learning outcomes.<br />3- The level 3 evaluation:<br /> is to measure the educational organization's output: i.e.,<br />whether the dropout rate has decreased or not<br />Evaluation of Reaction, Learning Outcomes, and Dropout Rate:<br />,[object Object]](https://image.slidesharecdn.com/modelofevaluation-110511011411-phpapp02/85/Model-of-evaluation-1-320.jpg)
