Supporting presentation for the Social Publishers Foundation.
Will implementing a peer review policy for learner assignments alleviate time required for marking and improve the marking process?
The document discusses pilot testing or field try-outs of curriculums. It explains that pilot testing is used to determine the strengths and weaknesses of a planned curriculum. The pilot testing process provides information on whether a curriculum is ready for full implementation or needs improvements. Curriculum makers use empirical data collected during pilot testing to evaluate whether the material or curriculum is useful, relevant, reliable and valid. The purpose of piloting a curriculum is to ensure it is effective and to make changes before wide distribution, in order to identify sections that work well and sections that need strengthening for the next version.
Using GradeMark to improve feedback and involve students in the marking process Sara Marsham
This document discusses a project to improve feedback and involve students in the marking process using the online platform GradeMark. The project had four main aims: 1) Develop effective marking criteria specific to assignments, 2) Engage students in using criteria before and after assignments, 3) Provide feedback directly linked to criteria, and 4) Use GradeMark's comment libraries to provide feedback like a dialogue. The project trialled this on coursework from three courses. Students found the online feedback easier to access and more positive and detailed. Staff found it reduced work while providing more detailed comments. The project aims to further develop criteria and help students engage with assessment.
This presentation is the continuation of the first part, which was all about the basics of program evaluation. This ppt contains slides describing the impact evaluation in details and also the logical framework is also explained with practical examples.
N.B: Please go through it, using slide view to use the animation effects.
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
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.
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 document outlines a process to improve the design schedule process. It identifies problems with the current process such as a loss of productivity, information, and quality. Three causes are listed: an ineffective design schedule process, poor communication methods between stakeholders, and a lack of performance measures. Three solutions are proposed: implementing quality improvement processes and measures, creating a family of measures to track metrics, and developing a communication network to address miscommunication. The expected results are increased quality, greater faculty collaboration, utilizing institutional expertise, and increased accountability.
Program Evaluation: Forms and Approaches by Helen A. CasimiroHelen Casimiro
This document discusses different forms and approaches to program evaluation. It describes five forms of evaluation: 1) Proactive Evaluation which occurs before program design to synthesize knowledge for decisions, 2) Clarificative Evaluation which occurs early in a program to document essential dimensions, 3) Participatory/Interactive Evaluation which occurs during delivery to involve stakeholders, 4) Monitoring Evaluation which occurs over the life of an established program to check progress, and 5) Impact Evaluation which assesses the effects of a settled program. It also outlines several evaluation approaches including behavioral objectives, four-level training outcomes, responsive, goal-free, and utilization-focused evaluations.
The document discusses pilot testing or field try-outs of curriculums. It explains that pilot testing is used to determine the strengths and weaknesses of a planned curriculum. The pilot testing process provides information on whether a curriculum is ready for full implementation or needs improvements. Curriculum makers use empirical data collected during pilot testing to evaluate whether the material or curriculum is useful, relevant, reliable and valid. The purpose of piloting a curriculum is to ensure it is effective and to make changes before wide distribution, in order to identify sections that work well and sections that need strengthening for the next version.
Using GradeMark to improve feedback and involve students in the marking process Sara Marsham
This document discusses a project to improve feedback and involve students in the marking process using the online platform GradeMark. The project had four main aims: 1) Develop effective marking criteria specific to assignments, 2) Engage students in using criteria before and after assignments, 3) Provide feedback directly linked to criteria, and 4) Use GradeMark's comment libraries to provide feedback like a dialogue. The project trialled this on coursework from three courses. Students found the online feedback easier to access and more positive and detailed. Staff found it reduced work while providing more detailed comments. The project aims to further develop criteria and help students engage with assessment.
This presentation is the continuation of the first part, which was all about the basics of program evaluation. This ppt contains slides describing the impact evaluation in details and also the logical framework is also explained with practical examples.
N.B: Please go through it, using slide view to use the animation effects.
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
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.
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 document outlines a process to improve the design schedule process. It identifies problems with the current process such as a loss of productivity, information, and quality. Three causes are listed: an ineffective design schedule process, poor communication methods between stakeholders, and a lack of performance measures. Three solutions are proposed: implementing quality improvement processes and measures, creating a family of measures to track metrics, and developing a communication network to address miscommunication. The expected results are increased quality, greater faculty collaboration, utilizing institutional expertise, and increased accountability.
Program Evaluation: Forms and Approaches by Helen A. CasimiroHelen Casimiro
This document discusses different forms and approaches to program evaluation. It describes five forms of evaluation: 1) Proactive Evaluation which occurs before program design to synthesize knowledge for decisions, 2) Clarificative Evaluation which occurs early in a program to document essential dimensions, 3) Participatory/Interactive Evaluation which occurs during delivery to involve stakeholders, 4) Monitoring Evaluation which occurs over the life of an established program to check progress, and 5) Impact Evaluation which assesses the effects of a settled program. It also outlines several evaluation approaches including behavioral objectives, four-level training outcomes, responsive, goal-free, and utilization-focused evaluations.
This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
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.
1. The study investigated whether computer simulated labs could be as effective as hands-on labs for teaching science content by comparing student test scores between the two methods.
2. 85 students were split into two groups, one doing a hands-on acid-base titration lab and the other doing a computer simulation of the same lab.
3. Analysis of pre- and post-test scores found no significant difference in learning between the two groups overall. However, there was a significant difference found between male and female scores, suggesting differentiated learning strategies may be needed.
Program evaluation is a systematic process to determine if a program achieved its intended outcomes. It involves defining goals and measurable objectives, designing an evaluation plan to collect relevant data, gathering both quantitative and qualitative data according to the plan, analyzing the results, and reporting findings to stakeholders. The overall process helps assess program effectiveness and inform future planning and implementation.
This university lecture at Carleton University shares various evaluation research designs that can be used with community based organizations, especially when a comparison group cannot be identified (i.e. implicit designs and regression discontinuity)
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
This document discusses the policy evaluation process. It begins by defining policy evaluation as determining the effectiveness and efficiency of government policies and identifying areas for change and improvement. It then outlines the main stages of the policy process and lists four standards for conducting policy evaluations: utility, feasibility, propriety, and accuracy. The two main types of evaluation are formative and summative. Formative evaluation aims to improve a project during implementation while summative evaluation assesses outcomes. The key steps in the policy evaluation process are defined as: defining purpose and scope, specifying the evaluation design, creating a data collection plan, collecting and analyzing data, drawing conclusions, and providing feedback for improvement.
The basic steps to program evaluation are to first define the purpose and objectives of the evaluation by identifying stakeholders, budget, timeline and intended outcomes. Next, a plan is created which determines the evaluation questions and selects a model to collect both qualitative and quantitative data from sources like questionnaires and interviews. Finally, the data is analyzed and findings are reported in a final evaluation report.
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
The document summarizes a quality improvement project to revise a peer evaluation form used during nursing simulations. A survey found the original rubric difficult to follow so the team created a revised form based on feedback. A post-implementation survey found 90% of evaluators felt the new form easier to use. The team recommends communicating changes better and linking skills to specific simulations for clarity.
This chapter discusses revising instructional materials based on data collected during formative evaluations, including summarizing data to identify weaknesses and suggesting revisions. The document provides guidance on analyzing data from one-to-one trials, small group trials, and field tests to evaluate learner performance and identify problems, such as with specific content, objectives, or time required to complete materials. Revisions are then made to address issues indicated by the evaluation data.
This document discusses the importance of monitoring and evaluation (M&E) for programs and projects. It defines monitoring as an ongoing process of collecting and analyzing data to track progress and make adjustments, while evaluation assesses relevance, effectiveness, impact and sustainability. The key aspects of building an M&E system are agreeing on outcomes to measure, selecting indicators, gathering baseline data, setting targets, monitoring implementation and results, reporting findings, and sustaining the system long-term. A strong M&E system provides evidence of achievements and challenges, enables learning and improvement, and helps ensure resources are allocated to effective programs.
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
This chapter discusses preparing and evaluating research plans for quantitative and qualitative research. For quantitative research plans, it describes the key components - introduction, method, data analysis, and timeline/budget. The introduction includes the topic, literature review, and hypotheses. The method section outlines the participants, instruments, design, procedures, and data analysis. Qualitative research plans are more emergent and flexible in their design. They include components like the title, introduction with purpose and research questions, and procedures for conducting the study. Both types of plans should justify the research problem and present detailed, well-thought out steps to guide the study.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Iblc10 making an existing assessment more efficientMark Russell
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
1. The document discusses two types of feedback loops in performance management - funder-partner feedback loops and service delivery feedback loops.
2. Funder-partner feedback loops involve a 7-step cycle between funders and partners to refine programs, assessments, data collection and analysis, and recommendations.
3. Service delivery feedback loops also follow a 7-step cycle but occur internally between an organization's planning, curricula development, assessment, data management, analysis, reporting, and communication steps.
NR449 Evidence-Based Practice RUA Evidence-Based PractTatianaMajor22
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
This document provides an overview of quantitative research methods using questionnaires. It defines questionnaires, discusses criticisms and advantages/disadvantages of survey methods. It also outlines common problems in management information systems (MIS) research using surveys, steps for designing and conducting a survey, methods of distribution, examples of questionnaires used in information systems research, and concludes with summarizing considerations for using mixed survey distribution modes.
Ch 6 only 1. Distinguish between a purpose statement, research pMaximaSheffield592
Ch 6 only
1. Distinguish between a purpose statement, research problem, and research questions.
2. What are major ideas that should be included in a qualitative purpose statement?
3. What are the major components of a quantitative purpose statement?
4. What are the major components of a mixed methods purpose statement?
Requirements Engineering (20 points)
In Chapter 4 of Software Engineering. Sommerville, Pearson, 2016 (10th edition), Sommerville discusses ethnography as a method for eliciting requirements.
1. Discuss two advantages and two disadvantages of an ethnographic approach. (5 points)
2. Suggest two contexts where ethnography might be a challenging method of requirements engineering. For each context, how would you recommend that your team elicit requirements? (15 points)
Design (20 points)Design patterns (5 points)
Which of the following statements is (are) true? Explain.
1. StudentsDatabase is the model, StudentsManager is the controller, and WebApplication is the view.
2. StudentsDatabase is the model, StudentsManager is the view, and WebApplication is the controller.
3. StudentsManager is the model, StudentsDatabase is the view, and StudentsManager is the controller.
4. This is not MVC, because StudentsManager must use a listener to be notified when the database changes.
(Credit: EPFL)Design task (15 points)
Suppose you are asked to design a time management and notetaking system to support (1) scheduling meetings; and (2) tracking the documents associated with those meetings (e.g. agendas, presentations, meeting minutes).[footnoteRef:1] The system should accommodate [1: Such a feature seems like an inevitable development in any messaging platform…]
Make reasonable assumptions as needed.
1. Create a use case for “Schedule meeting”. You might follow the style in Sommerville Figure 7.3. (5 points)
2. Identify the objects in your system. Represent them using a structural diagram showing the associations between objects (“Class diagram” – cf. Sommerville Figure 5.9). (5 points)
3. Draw a sequence diagram showing the interactions between objects when a group of people are arranging a meeting (cf. Sommerville Figure 5.15). (5 points)
1. Implementation (20 points)
Consider the software package is-positive.[footnoteRef:2] Examine its source code (see index.js) and its test suite (see test.js), then complete these questions. [2: https://www.npmjs.com/package/is-positive]
1. Describe the API surface of this package. (2 points)
2. Describe how you would test this package. Describe how and why your approach would change if you maintained a similar package in a different programming language of your choice. (2 points)
3. According to npmjs.com, this package receives over 16,000 downloads each month.
a. Why might an engineer choose to use this package? (4 points)
b. Why might an engineer choose not to use this package? (You may find insights from the chapter ab ...
This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
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.
1. The study investigated whether computer simulated labs could be as effective as hands-on labs for teaching science content by comparing student test scores between the two methods.
2. 85 students were split into two groups, one doing a hands-on acid-base titration lab and the other doing a computer simulation of the same lab.
3. Analysis of pre- and post-test scores found no significant difference in learning between the two groups overall. However, there was a significant difference found between male and female scores, suggesting differentiated learning strategies may be needed.
Program evaluation is a systematic process to determine if a program achieved its intended outcomes. It involves defining goals and measurable objectives, designing an evaluation plan to collect relevant data, gathering both quantitative and qualitative data according to the plan, analyzing the results, and reporting findings to stakeholders. The overall process helps assess program effectiveness and inform future planning and implementation.
This university lecture at Carleton University shares various evaluation research designs that can be used with community based organizations, especially when a comparison group cannot be identified (i.e. implicit designs and regression discontinuity)
What is program evaluation lecture 100207 [compatibility mode]Jennifer Morrow
The document discusses what program evaluation is, including defining it as the systematic collection of information about program activities, characteristics, and outcomes to improve effectiveness and inform decision making. It also outlines the types and purposes of evaluation, how to prepare for and conduct an evaluation by developing a logic model and methodology, and important considerations around data collection, analysis, and ethics.
This document discusses the policy evaluation process. It begins by defining policy evaluation as determining the effectiveness and efficiency of government policies and identifying areas for change and improvement. It then outlines the main stages of the policy process and lists four standards for conducting policy evaluations: utility, feasibility, propriety, and accuracy. The two main types of evaluation are formative and summative. Formative evaluation aims to improve a project during implementation while summative evaluation assesses outcomes. The key steps in the policy evaluation process are defined as: defining purpose and scope, specifying the evaluation design, creating a data collection plan, collecting and analyzing data, drawing conclusions, and providing feedback for improvement.
The basic steps to program evaluation are to first define the purpose and objectives of the evaluation by identifying stakeholders, budget, timeline and intended outcomes. Next, a plan is created which determines the evaluation questions and selects a model to collect both qualitative and quantitative data from sources like questionnaires and interviews. Finally, the data is analyzed and findings are reported in a final evaluation report.
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
The document summarizes a quality improvement project to revise a peer evaluation form used during nursing simulations. A survey found the original rubric difficult to follow so the team created a revised form based on feedback. A post-implementation survey found 90% of evaluators felt the new form easier to use. The team recommends communicating changes better and linking skills to specific simulations for clarity.
This chapter discusses revising instructional materials based on data collected during formative evaluations, including summarizing data to identify weaknesses and suggesting revisions. The document provides guidance on analyzing data from one-to-one trials, small group trials, and field tests to evaluate learner performance and identify problems, such as with specific content, objectives, or time required to complete materials. Revisions are then made to address issues indicated by the evaluation data.
This document discusses the importance of monitoring and evaluation (M&E) for programs and projects. It defines monitoring as an ongoing process of collecting and analyzing data to track progress and make adjustments, while evaluation assesses relevance, effectiveness, impact and sustainability. The key aspects of building an M&E system are agreeing on outcomes to measure, selecting indicators, gathering baseline data, setting targets, monitoring implementation and results, reporting findings, and sustaining the system long-term. A strong M&E system provides evidence of achievements and challenges, enables learning and improvement, and helps ensure resources are allocated to effective programs.
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
This chapter discusses preparing and evaluating research plans for quantitative and qualitative research. For quantitative research plans, it describes the key components - introduction, method, data analysis, and timeline/budget. The introduction includes the topic, literature review, and hypotheses. The method section outlines the participants, instruments, design, procedures, and data analysis. Qualitative research plans are more emergent and flexible in their design. They include components like the title, introduction with purpose and research questions, and procedures for conducting the study. Both types of plans should justify the research problem and present detailed, well-thought out steps to guide the study.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Iblc10 making an existing assessment more efficientMark Russell
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
1. The document discusses two types of feedback loops in performance management - funder-partner feedback loops and service delivery feedback loops.
2. Funder-partner feedback loops involve a 7-step cycle between funders and partners to refine programs, assessments, data collection and analysis, and recommendations.
3. Service delivery feedback loops also follow a 7-step cycle but occur internally between an organization's planning, curricula development, assessment, data management, analysis, reporting, and communication steps.
NR449 Evidence-Based Practice RUA Evidence-Based PractTatianaMajor22
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
This document provides an overview of quantitative research methods using questionnaires. It defines questionnaires, discusses criticisms and advantages/disadvantages of survey methods. It also outlines common problems in management information systems (MIS) research using surveys, steps for designing and conducting a survey, methods of distribution, examples of questionnaires used in information systems research, and concludes with summarizing considerations for using mixed survey distribution modes.
Ch 6 only 1. Distinguish between a purpose statement, research pMaximaSheffield592
Ch 6 only
1. Distinguish between a purpose statement, research problem, and research questions.
2. What are major ideas that should be included in a qualitative purpose statement?
3. What are the major components of a quantitative purpose statement?
4. What are the major components of a mixed methods purpose statement?
Requirements Engineering (20 points)
In Chapter 4 of Software Engineering. Sommerville, Pearson, 2016 (10th edition), Sommerville discusses ethnography as a method for eliciting requirements.
1. Discuss two advantages and two disadvantages of an ethnographic approach. (5 points)
2. Suggest two contexts where ethnography might be a challenging method of requirements engineering. For each context, how would you recommend that your team elicit requirements? (15 points)
Design (20 points)Design patterns (5 points)
Which of the following statements is (are) true? Explain.
1. StudentsDatabase is the model, StudentsManager is the controller, and WebApplication is the view.
2. StudentsDatabase is the model, StudentsManager is the view, and WebApplication is the controller.
3. StudentsManager is the model, StudentsDatabase is the view, and StudentsManager is the controller.
4. This is not MVC, because StudentsManager must use a listener to be notified when the database changes.
(Credit: EPFL)Design task (15 points)
Suppose you are asked to design a time management and notetaking system to support (1) scheduling meetings; and (2) tracking the documents associated with those meetings (e.g. agendas, presentations, meeting minutes).[footnoteRef:1] The system should accommodate [1: Such a feature seems like an inevitable development in any messaging platform…]
Make reasonable assumptions as needed.
1. Create a use case for “Schedule meeting”. You might follow the style in Sommerville Figure 7.3. (5 points)
2. Identify the objects in your system. Represent them using a structural diagram showing the associations between objects (“Class diagram” – cf. Sommerville Figure 5.9). (5 points)
3. Draw a sequence diagram showing the interactions between objects when a group of people are arranging a meeting (cf. Sommerville Figure 5.15). (5 points)
1. Implementation (20 points)
Consider the software package is-positive.[footnoteRef:2] Examine its source code (see index.js) and its test suite (see test.js), then complete these questions. [2: https://www.npmjs.com/package/is-positive]
1. Describe the API surface of this package. (2 points)
2. Describe how you would test this package. Describe how and why your approach would change if you maintained a similar package in a different programming language of your choice. (2 points)
3. According to npmjs.com, this package receives over 16,000 downloads each month.
a. Why might an engineer choose to use this package? (4 points)
b. Why might an engineer choose not to use this package? (You may find insights from the chapter ab ...
Ch 6 only 1. distinguish between a purpose statement, research pnand15
This document provides guidance and examples for developing different components of a research proposal or study across qualitative, quantitative, and mixed methods approaches. It discusses key elements such as developing a purpose statement, research questions and hypotheses, reviewing literature, using theory, and addressing ethical considerations. Examples are provided for different types of qualitative studies, quantitative studies using surveys and experiments, and mixed methods studies with convergent, explanatory sequential and exploratory sequential designs. Guidance is also given on writing strategies, developing introductions, and structuring different sections of a research proposal.
This document outlines the topics and time allotments for a workshop on research in basic education. It includes an introduction to the legal bases of educational research, action research methodology, and APA citation style. The workshop consists of 4 workshops that guide participants through the research process, from problem identification to conceptualizing an intervention. It also includes presentations and feedback sessions. Additional sections provide overviews of relevant DepEd policies and guidelines regarding educational research, as well as the principles of conducting ethical and rigorous research.
Improving student learning through programme assessmentTansy Jessop
This document summarizes an interactive masterclass on improving student learning through programme assessment using the TESTA framework. The masterclass covered:
1. Discussing participants' highs and lows of assessment and feedback.
2. Explaining the TESTA approach which takes a holistic view of assessment across a degree programme.
3. The benefits of a programme approach over individual modules, including improved student perceptions of assessment and feedback and a better staff experience.
Assessing Perceived Usability of the Data Curation Profiles Toolkit Using th...Tao Zhang
The study assessed the perceived usability of the Data Curation Profiles Toolkit (DCPT) using the Technology Acceptance Model. Researchers surveyed 221 DCPT users and analyzed their responses both quantitatively and qualitatively. Quantitatively, exploratory factor analysis identified seven factors that influence perceived usefulness, perceived ease of use, and intention to use the DCPT. Regression analysis showed factors like applicability and experience positively influenced usefulness and intention to use. Time requirements and complexity negatively influenced ease of use and intention to use. Qualitatively, open-ended responses emphasized balancing the time needed with the depth of information obtained from DCPs, and suggested improvements like reducing time requirements and increasing flexibility and training.
Question Level Analysis and Pupil Progress Review Meetingsdavidfawcett27
This is a presentation by Helen Strutton and Jack Wainwright explaining how they use QLA and PPRM in Science to improve student learning (and teacher quality).
This document is an assessment of a management report submitted by Nikolina Taylor titled "Recording Disciplinary and Grievance in ESR". The report received an overall grade of Merit. It clearly addressed the problem and objectives. Primary research included questionnaires distributed to staff with a 64% response rate and interviews. Secondary research reviewed procedures, textbooks, and articles. An excellent analysis was provided of primary data and issues surrounding disciplinary and grievance were identified. The conclusions logically followed from the information and addressed key issues. Recommendations were practical but could have further identified potential difficulties and resolutions.
The document discusses several models of educational evaluation:
1. The Tyler Model emphasizes consistency between objectives, learning experiences, and outcomes. It involves defining objectives, selecting learning experiences, organizing experiences, and evaluating.
2. Metfessel and Michael's model is based on Tyler's but emphasizes other influencing factors. It involves direct community involvement and periodic observation.
3. Provus' Discrepancy Evaluation Model defines evaluation as identifying discrepancies between program aspects and standards to improve programs. It has four stages: program definition, installation, process, and product.
4. The Logic Model outlines a process involving inputs, activities, outputs, outcomes and impacts.
5. Kirkpatrick's model assesses participant reactions
Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approa...cilass.slideshare
Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'
The document summarizes a European self-evaluation tool called SEVAQ that was developed to improve the quality of e-learning experiences. The tool combines the EFQM excellence model and Kirkpatrick evaluation model into an innovative framework. It identifies various stakeholders in the evaluation process and provides a flexible questionnaire design tool to allow customization of questions for different applications. The tool allows designers to set up questionnaires, publish them to target learners or groups, and analyze the results. The overall goal is to provide a guide for self-evaluation and quality improvement of e-learning.
The two key project objectives were to develop a better approach to the LDA’s sponsorship program and to identify potential improvements to program content and processes.
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
1. Will implementing a peer review policy for learner assignments
alleviate time required for marking and improve the marking
process?
Adam
Peters
Supporting
Presentation
2. Will
implementing a
peer review
policy for learner
assignments
alleviate time
required for
marking and
improve the
marking process?
Adam
Peters
Research
Design
5. 3
Peer reviews work against
assignment brief, grading
criteria and checks for SPAG.
Learner completes work for
the deadline and submits to
peer for review.
Amendments suggested and
returned to learner for
updating, or, work approved
for submission to lecturer.
Usual marking process
adhered to by lecturer.
Amendments
Posed
Approved for submission
Figure 3
The Peer-
Review Process
Map
6. 4
I developed a clear research question which provided a foundation to refer any potential
survey questions back to and ensure they are pertinent to the enquiry. The overarching
research question helped create sub-questions to explore the topic.
From the broader and sub-questions generated ,those most relevant can be selected and
the best format for the question considered. The author provided six key formats to
ensure clarity and purpose.
The main consideration was to ensure the questions were in a logical order. As all the
questions are related to the same topic they were able to fall within the same section.
As the research question is relatively focussed, the survey will be short and succinct, this
makes analysis easier to complete. Utilising an online platform such as survey monkey
means that the questionnaire was accessible, easy to complete and well presented
This is an area that was not fully addressed due to time restrictions. This is likely to lead to
issues with its design and is mentioned later in the critique of the research process.
At this point all participants were been briefed and provided with information on the
process to take place. Questionnaires were emailed to participants email addresses
directly. The data was able to be coded and exported for further analysis.
Application of Anderson’s (2002) six-step model for creating high quality questionnaires.Figure 4:
7. Will
implementing a
peer review
policy for learner
assignments
alleviate time
required for
marking and
improve the
marking process?
Adam
Peters
Key
Findings
10. 7
A B C D
Questions were answered
fully.
Less mistakes were required
to be corrected.
Less scripts were returned
to learners for
amendments.
Less re-submissions were
set.
Scripts required less
annotation.
More students passed the
assignment first time.
Observed time saving
consequences:
Questions were answered
fully.
Less mistakes were required
to be corrected.
Less scripts were returned
to learners for
amendments.
Observed time saving
consequences:
Less mistakes were required
to be corrected.
Less re-submissions were
set.
Scripts required less
annotation.
Scripts were quicker to
read.
Observed time saving
consequences:
Questions were answered
fully.
Less mistakes were required
to be corrected.
Less scripts were returned
to learners for
amendments.
Scripts required less
annotation.
More students passed the
assignment first time.
Observed time saving
consequences:
Scripts were quicker to
read.
11. 8
Participants observed improvements in Spelling
Participants observed improvements in punctuation
Participants observed improvements in grammar
Participants observed improvements in structure
4
3
2
2
Observed
non-topic related
improvements in
learner work
12. 25%
One participant
suggested learners
would tire of the
practice and would
struggle to regularly
engage them
75%
All 3 of these
participants cited time
saving reasons for
wanting to recommend
the practice to peers
Would you recommend peers adopt this
practice?
No
Yes
9
13. Will
implementing a
peer review
policy for learner
assignments
alleviate time
required for
marking and
improve the
marking process?
Adam
Peters
References
14. 10
Anderson (2002) Fundamentals of Educational Leadership, London, Routledge-Falmer
Hitchcock, D.H., Hitchcock, G. and Hughes, D., (1995) Research and the teacher: A qualitative
introduction to school-based research. London. Psychology Press.
McNiff, J. (1988) Action Research: Practice and Principles. London: Routledge.