This document discusses the nature and meaning of assessment in education. It defines assessment as the various methods educators use to evaluate, measure, and document student learning and academic progress. There are three main reasons for conducting assessments: 1) to help improve educational programs by identifying areas for improvement, 2) for recruitment purposes to show prospective students the value of a program, and 3) for accountability to meet reporting requirements. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve programs.
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This session describes different kinds of program evaluations, and key evaluation considerations. These presentations are are part of a workshop series that was implemented in Nepal and 2016 as part of the INGENAES initiative.
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.
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This session describes different kinds of program evaluations, and key evaluation considerations. These presentations are are part of a workshop series that was implemented in Nepal and 2016 as part of the INGENAES initiative.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
This is a sample of training concepts related to grant or funding proposal development. You will note that it refers to HIV/AIDS services, although the concepts are universal. Customizable training of this type is currently offered in South Florida or Central Indiana. Courses are available in Strategic Planning, Board Orientation and Training, Program Development, Grant Writing and Evaluation. Courses may be introductory in nature or highly advanced resulting in completed projects.
Jessica Weitzel presented “Finding and Incorporating Research to Increase Program Effectiveness” the training was sponsored by the After-School Network of Western New York [@asnwny] and held at the United Way of Buffalo and Erie County [@uwbec].
This is a sample of training concepts related to grant or funding proposal development. You will note that it refers to HIV/AIDS services, although the concepts are universal. Customizable training of this type is currently offered in South Florida or Central Indiana. Courses are available in Strategic Planning, Board Orientation and Training, Program Development, Grant Writing and Evaluation. Courses may be introductory in nature or highly advanced resulting in completed projects.
Jessica Weitzel presented “Finding and Incorporating Research to Increase Program Effectiveness” the training was sponsored by the After-School Network of Western New York [@asnwny] and held at the United Way of Buffalo and Erie County [@uwbec].
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Meaning of Assessment
In education, the term assessment refers
to the wide variety of methods that
educators use to evaluate, measure, and
document the academic readiness, learning
progress, and skill acquisition of students
from preschool through college and
adulthood.
http://edglossary.org/assessment/
3. Meaning of Assessment
It identify academic weaknesses and
strengths so that educators can provide
specialized Academic Support, educational
programming, or social services.
A process about collecting information
conducted to improve educational
programs.
http://edglossary.org/assessment/
5. Program Improvement
•Helps program developers
identify areas of improvement
for the program.
•Shows program developers
the actual impact the program
has on student.
Nature of Assessment
6. Recruitment
•Provides parents with
evidence of the value a
program has for their child.
•Gives prospective students
evidence of why they should
participate.
Nature of Assessment
7. Accountability
•Meets University and schools
annual program reporting and
program review requirements.
•Addresses accrediting agency
program evaluation requirements.
•May apply to other funding or
regulatory agencies requirements.
Nature of Assessment
8. Nature of Assessment
The process of assessment
Program
Objective
Assessment
Design
Collect
Data
Analyzed
Data
Report
Result
Use
Result
9. Nature of Assessment
Program Objectives
At this stage, program leaders clearly state
the impact the program is expected to have on
participants. These goals are broken down into
more specific statements in the form of
learning objectives, statements that specify
an observable behavior and expected level of
the behavior after completing the program.
10. Nature of Assessment
Assessment Design
Plan how the observable behavior
stated in the objective will be measured
and when. The first challenge in this step
is identifying an assessment instrument
to measure the observable behavior.
11. Nature of Assessment
Data Collection
Make the assessment happen! Administer the
assessment instrument at the planned times
and collect trustworthy data. Things to consider
in this step include whether the instrument will
be administered online or on paper, who will
administer the instrument, and under what
conditions. The conditions for administration
should be standardized as much as possible.
12. Nature of Assessment
Analyze Data
Information gathered through the assessment process
can be either qualitative (textual) or quantitative
(numbers). There are general guidelines for
appropriate analysis of either type of data. In order to
ensure that the valuable data is analyzed in a way that
maximizes the trustworthiness of the conclusions
drawn from the analysis, a person skilled in data
analysis methodologies should guide this phase of
assessment.
13. Nature of Assessment
Report Result
Reports of assessment results can be verbal or written
and can take many different forms. When reporting
results to different stakeholders, customize the format
and presentation to the specific needs and interests of
that audience. When reporting results the goal should
always be to maximize the utility and applicability of
the results for that audience. Also, make sure to use
language appropriate for the audience.
14. Nature of Assessment
Use Results
Assessment is only useless if the results
are not used! When done well,
assessment provides valuable
information that can inform decisions
about a program, there should be some
action that can be made to improve the
program for the next cycle.
15. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark