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This involves counterfactual analysis, that is, "a comparison between what actually happened and what would have happened in the absence of the intervention." [2] Impact evaluations seek to answer cause-and-effect questions. In other words, they look for the changes in outcome that are directly attributable to a program.
The difference or the gap between the two situations will help identify the need, purpose and aims of the program. Identify priorities and importance In the first step above, evaluators would have identified a number of interventions that could potentially address the need e.g. training and development, organization development etc.
The monitoring is a short term assessment and does not take into consideration the outcomes and impact unlike the evaluation process which also assesses the outcomes and sometime longer term impact. This impact assessment occurs sometimes after the end of a project, even though it is rare because of its cost and of the difficulty to determine ...
Educator effectiveness is a United States K-12 school system education policy initiative that measures the quality of an educator performance in terms of improving student learning. It describes a variety of methods, such as observations, student assessments, student work samples and examples of teacher work, that education leaders use to ...
In common usage, evaluation is a systematic determination and assessment of a subject's merit, worth and significance, using criteria governed by a set of standards.It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to generate the degree of ...
In some cases, impact becomes politicized due to a change in the governing regime between assessment and evaluation, and non-congruence might be amplified for ideological reasons. In other cases, the world is a complex place, and assessment is not a perfect art.
Florida State University initially developed the ADDIE framework in 1975 [3] to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.” [4] The model ...
The goal of this education was to present the knowledge and skills of an older generation to the new generation of students, and to provide students with an environment in which to learn. The process paid little attention (beyond the classroom teacher) to whether or not students learn any of the material. [13]