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This approach enables to evaluate the educational and other programs by comparing the program activity, the program uniqueness, and the social diversity of the people. The most important feature in the responsive evaluation is the responsiveness to main issues and problems, in particular those cases where people recognize at the site. [2]
Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning ...
The Personnel Evaluation Standards were published in 1988, [27] The Program Evaluation Standards (2nd edition) were published in 1994, [28] and The Student Evaluation Standards were published in 2003. [29] Each publication presents and elaborates a set of standards for use in a variety of educational settings.
In 1971, he called for the replacement of 'goal achievement' in evaluation with the evaluation of whether a programme is able to meet the needs of its intended beneficiaries. "It seemed to me, in short, that consideration and evaluation of goals was an unnecessary but also a possibly contaminating step.
Theory-driven evaluation (also theory-based evaluation) is an umbrella term for any approach to program evaluation that develops a theory of change and uses it to design, implement, analyze, and interpret findings from an evaluation. [1] [2] [3] More specifically, an evaluation is theory-driven if it: [4]
Planning a program evaluation can be broken up into four parts: focusing the evaluation, collecting the information, using the information, and managing the evaluation. [28] Program evaluation involves reflecting on questions about evaluation purpose, what questions are necessary to ask, and what will be done with information gathered.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
The P phase is the planning phase, which develops project goals, project objectives, budget, and schedules. The M phase is the maintenance phase, which implements life cycle maintenance with continuous improvement methods. [9] This model is gaining acceptance in the United States government as a more complete model of ADDIE.