Relevant bibliographies by topics / Educational program evaluation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational program evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Educational program evaluation"

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Scriven, Michael. "Educational Program Evaluation Applied." Contemporary Psychology: A Journal of Reviews 34, no. 7 (1989): 659. http://dx.doi.org/10.1037/030904.

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Wahib, Abd. "Manajemen Evaluasi Program Supervisi Pendidikan Dalam Meningkatkan Mutu Pendidikan." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 3, no. 1 (2021): 91–104. http://dx.doi.org/10.36835/au.v3i1.512.

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This paper will describe the conceptual foundation for evaluation management of educational supervision programs. The evaluation management of the educational supervision program is one of the keys to improving the quality of education in terms of quality which will give a characteristic to the evaluation of education itself, the background of the need for management of evaluation of the education supervision program, the objectives of the evaluation of the educational supervision program, the principles of evaluation of the educational supervision program the process of evaluating the educational supervision program. Strengthening evaluation management must have a conceptual basis to understand the evaluation of educational supervision programs both macro and micro in order to improve the quality of education itself.
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Iqbal, Zafar, Muhammad Anees, Rahim Khan, Abdul Wadood, and Shakila Malik. "A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 326–36. http://dx.doi.org/10.18510/hssr.2021.9333.

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Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models.
 Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational programs, ‘outcome-based model, and ‘planning’. Articles on Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models were particularlyfocused because the review aimed at analysing these three models. The strengths and inadequacies of the three models were weighed and presented.
 Main Findings: The three models –outcome-based evaluation model, the Kirkpatric model, and the CIPP evaluation model –discussed in this review, have some strengths and weaknesses. Among the compared models, the CIPP model seems more appropriate for its implantation in evaluating educational programs because it is broader, comprehensive, flexible, cost-effective, and feasible.
 Applications of this study: Like other programs and projects, evaluation of educational programs is necessary to achieve high standards, better outcomes, and meet the objectives. Evaluation is employed before designing a particular educational program or during the already designed program. This review concludes that among different evaluation models, the CIPP evaluation model is more appropriate in evaluating educational programs because it is more comprehensive, efficient, and feasible.Employment of the CIPP model for evaluating educational programs can achieve plausible results about the overall progress of the educational programs. 
 Novelty/Originality of this study: This review highlights the importance of different program evaluation models. It concludes that the CIPP evaluation model offers an excellent mechanism to evaluate educational programs at different stages.
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Patton, Michael Quinn. "The program evaluation standards: How to assess evaluations of educational programs." Evaluation Practice 15, no. 2 (1994): 193–99. http://dx.doi.org/10.1016/0886-1633(94)90009-4.

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Fetterman, David, and Cassie Bowman. "Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example." Journal of Experiential Education 25, no. 2 (2002): 286–95. http://dx.doi.org/10.1177/105382590202500207.

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Experiential education and empowerment evaluation are in alignment conceptually and in practice. They represent mutually reinforcing educational tools with similar values. The purpose of this discussion is to present the basics of this evaluation approach and demonstrate how user-friendly it was in a recent evaluation of an experiential program. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination. Program participants conduct their own evaluations with the assistance of an evaluator. Empowerment evaluation has been adopted in a wide array of settings, including tribal reservations, inner city schools, higher education, non-profit programs, and the Environmental Protection Agency. An experiential education program designed to mirror an end-to-end mission on Mars, called LAPIS, is the case example used to highlight the steps and illustrate the effectiveness of empowerment evaluation in experiential education. This case demonstrates how empowerment evaluation is a natural match for experiential education programs.
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Apud, Apud. "MANAJEMEN MUTU PENDIDIKAN MAN INSAN CENDEKIA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 02 (2018): 171. http://dx.doi.org/10.32678/tarbawi.v4i02.1229.

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The writing is based on research which describes educational quality management of MAN Insan Cendekia as one of madrasas which performs boarding school system focused on academic programs. The research findings are: The first, implementing quality management at boarding school begun with formulating strategic planning/school framework with certain steps: analysis, formulating program draft, socialization, budgeting, and documentation. The process also determines the school programs those are academic, studentship, boarding, facility and media, and networking. The second, the steps of implementation strategy are implementing and evaluating educational program quality. (1) Implementing educational program quality of boarding school begun with the procedures of socializing quality program plan, technical plan, implementation program, monitoring, supervising, and evaluation with bottom up-top down approach; (2) evaluating educational program quality systematically begun with the procedures of self-evaluation, quality internal audit, teacher’s competence evaluation, management evaluation, and external audit. The third, the supporting factors and the constraint ones in implementing educational quality management correlated with raw input, teachers, budgeting, leader’s commitment to quality, facilities, learning environment, and networking. The fourth, the strategic way to improving the educational qualities are integrating school program with boarding programs, formulating life directions, upgrading human resources and facilities/media, building school culture, and networking.
 Keywords. madrasa, boarding school, management, quality.
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Steil, Aaron, and Robert E. Lyons. "Improving the Evaluation of Public Garden Educational Programs." HortTechnology 19, no. 3 (2009): 601–8. http://dx.doi.org/10.21273/hortsci.19.3.601.

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Professional staff at public gardens often overlook educational program evaluation for a variety of reasons, but it remains important for program funding and development. This study developed an original, six-step evaluation approach specific to educational programs at public gardens. Interviews subsequently were conducted with 11 executive directors and/or directors of education at 10 public gardens in the United States with proven, high-quality educational programs. Interviews examined the feasibility, practicality, perceived effectiveness, and merits of the original evaluation approach developed in this study. Interview data added clarification to what is known about the current state of educational program evaluation at public gardens and supported and further improved the original evaluation approach to create an improved version.
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Valdez, Christine R., Jenny Richardson, and Jennifer Schrader. "Evaluation of an Interdisciplinary Educational Program." Clinical Nurse Specialist 24, no. 2 (2010): 95. http://dx.doi.org/10.1097/01.nur.0000348932.96542.2a.

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Bowden, A. Brooks, Robert Shand, Clive R. Belfield, Anyi Wang, and Henry M. Levin. "Evaluating Educational Interventions That Induce Service Receipt." American Journal of Evaluation 38, no. 3 (2016): 405–19. http://dx.doi.org/10.1177/1098214016664983.

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Educational interventions are complex: Often they combine a diagnostic component (identifying student need) with a service component (ensuring appropriate educational resources are provided). This complexity raises challenges for program evaluation. These interventions, which we refer to as service mediation interventions, affect additional resources students receive that mediate the impact measured. Evaluations of these types of programs that solely report effects are potentially misleading. Cost-effectiveness analysis clarifies the importance of assessing service-mediated receipt for evaluation purposes. We illustrate our argument empirically from City Connects, a comprehensive student support intervention. We find that the direct costs of the program represent only one-third of the total change in resource use by program participants required to produce impacts. Evaluative statements of service mediation interventions should be accompanied by information on the full costs to achieve effects. Many interventions might be structured in this way and require evaluation that includes an economic perspective.
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Boytsov, B. V., G. S. Zhetesova, and O. V. Pantyukhin. "Methodology for Assessing Competence-Based Educational Programs." Quality and life 29, no. 1 (2021): 9–14. http://dx.doi.org/10.34214/2312-5209-2021-29-1-9-14.

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A methodology for evaluating educational programs has been developed. The role of the educational program assessment system in the ESM quality strategy and the implementation of the assessment process of competence-based educational programs in this system are described. Key user roles and functions are indicated. The main evaluation criteria are presented.
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Dissertations / Theses on the topic "Educational program evaluation"

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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts<br>Ph.D.<br>Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.<br>Temple University--Theses
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Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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<p> Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools. </p><p> This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The <i>Alternative High School Program Evaluation Toolkit</i> was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation. </p><p> The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&amp;D) Cycle. The product of the R&amp;D Cycle was the <i>Alternative High School Program Evaluation Toolkit</i> and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.</p>
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Stricker, Scott. "Education after Expulsion| A Program Evaluation." Thesis, University of Colorado at Denver, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809062.

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<p> This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year&rsquo;s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment. </p><p>
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Watson, Charles Caldwell. "A Program Evaluation Of A Secondary Peer Tutoring Program." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091495.

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Using a combination of the quantitative and qualitative, a peer tutoring program at a secondary governor's school was analyzed between fall of 2015 to spring of 2019 for efficacy with respect to how participation influenced changes in tutees' quarter scores, when the optimal time to offer peer tutoring would be, and what participants identified as the primary benefits and barriers to attending. Peer tutoring was offered both after school and during lunch during this investigation, and yielded many interesting results. First, peer tutoring was found to have no significant influence overall upon change upon participants' quarter scores compared to a control, and in a highly unusual result was even found to have a negative influence upon tutees' quarter scores under certain circumstances. Second, participants attended during certain times and days more reliably than others, though overall attendance was highly vulnerable to academic and activity conflicts. Third, tutors' motivation to offer support tended to be altruistic in nature, whereas tutees' motivation was to receive academic support. Last, participants identified activity conflicts as a significant barrier to attending peer tutoring, and mixed results were found about the influence of lacking transportation as a challenge for attendance.
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Beattie, Amy J. "Program evaluation of Randolph School District's Title 1 Program parent survey /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008beattiea.pdf.

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Lee, Sin-Myoung. "An evaluation of Missouri's A+ schools program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3100060.

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Whitehall, Anna P. "Facilitator and program participant attitudes and beliefs about program evaluation." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/a_whitehall_042108.pdf.

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Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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DeLima, Laura E. "Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621635.

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<p> This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes accountability policy environment. Twenty-four teachers and four principals were interviewed across four schools, two of which were high poverty and two of which were low poverty. All schools were K-8 charter schools and located either within the urban core or in an inner-ring suburb. Educators across schools reported agreement with the tenets of Expeditionary Learning and a desire to implement the program fully. They preferred this learning model that focuses on student choice, inquiry, and experiential education over more traditional learning models. Respondents pointed to the pressure and time constraints caused by high-stakes standardized tests as barriers to their full implementation of Expeditionary Learning. They also saw the standardized tests as largely misaligned with the model. Educators in high-poverty schools reported more anxiety around the tests and their students&rsquo; performance. Respondents across schools agreed that Expeditionary Learning was a team effort that required significant time and effort to implement with fidelity. Educators at high-poverty schools reported teacher retention and hiring policies as major barriers to implementing Expeditionary Learning, largely because collaborative teams of teachers were unable to coalesce. Other factors affecting implementation of the program included curricular standards that focused on breadth and not depth, a lack of resources, and parent and community support. Overall, the study found that district and state policies served primarily as a constraint to implementation of Expeditionary Learning, and high-poverty schools were more negatively affected by external policies than were low-poverty schools. The ability to function as an Expeditionary Learning school was ultimately based on how well internal practices were able to work with or counteract external policies.</p><p>
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Raymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.

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<p> This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group&rsquo;s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members&rsquo; perspectives were gathered in the 2011-2012 academic school year and the implementation team members&rsquo; perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district&rsquo;s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness. </p><p>
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Books on the topic "Educational program evaluation"

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Program evaluation. Merrill, 1996.

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Fitzpatrick, Kathleen Ann. Program evaluation. National Study of School Evaluation, 1998.

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Dunsworth, Mardale. Effective program evaluation. Solution Tree Press, 2011.

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Fitzpatrick, Kathleen Ann. Program evaluation handbook. National Study of School Evaluation, 1998.

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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on program evaluation: General guidelines. La Commission, 1994.

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R, Sanders James, American Association of School Administrators., and Joint Committee on Standards for Educational Evaluation., eds. The program evaluation standards: How to assess evaluations of educational programs. 2nd ed. Sage Publications, 1994.

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Spector, J. Michael. Educational Technology Program and Project Evaluation. Routledge, 2016. http://dx.doi.org/10.4324/9781315724140.

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Lafleur, Clay. Program review model. Simcoe County Board of Education, 1990.

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National Society for Experiential Education (U.S.), ed. Program evaluation handbook. Simon & Schuster Custom Publishing, 1998.

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Fountaine, Charles. Analysis of the education program approval process: A program evaluation. Veterans Administration, Associate Deputy Administrator for Management, Office of Program Analysis and Evaluation Studies and Evaluation Service, 1988.

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Book chapters on the topic "Educational program evaluation"

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Brown, Robert D. "Program Evaluation." In Historical Foundations of Educational Psychology. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_12.

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Payne, David A. "Evaluation Metaphors." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_4.

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Spector, J. Michael. "Program and Project Evaluation." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_16.

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McGee-Brown, Mary Jo. "Qualitative and Ethnographic Evaluation." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_6.

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Calzoni, Carina. "Ethical dilemmas in program evaluation." In Political Pressures on Educational and Social Research. Routledge, 2016. http://dx.doi.org/10.4324/9781315670263-10.

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Payne, David A. "Educational Evaluation: Definitions, Purposes, and Processes." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_1.

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Payne, David A. "Evaluation Goals, Objectives, and Questions." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_3.

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Payne, David A. "Communicating and Using Evaluation Results." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_9.

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Hamilton, Jennifer, and Jill Feldman. "Planning a Program Evaluation: Matching Methodology to Program Status." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_20.

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Payne, David A. "Criteria for Effective and Ethical Evaluation Practice." In Designing Educational Project and Program Evaluations. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_2.

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Conference papers on the topic "Educational program evaluation"

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Chalmers, Denise, Beatriz Moya, and Hector Turra. "A framework for the evaluation of educational development programs in higher education in Chile." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7997.

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This paper outlines the experience of evaluating the impact of educational development in Chilean higher education drawing on the example of the Universidad Católica de Temuco. The aim is to demonstrate the importance of a implementing a robust and flexible evaluation and impact framework to identify the effectiveness of education development programs. The rationale and processes that informed the development of the evaluation and impact framework are described and then illustrated with one example, the Faculty Learning Communities (FLC) program. The example shows how the overall framework is contextualised in a specific program, drawing on indicators and outcomes to demonstrate its flexibility and robustness. The rich evidence gathered has been used to inform the educational developers on the effectiveness of their work, and the faculty participants on their knowledge and practice. Just as importantly, it has informed the institution about the impact of the programs and student engagement. The evaluation framework provides a Chilean example informed by international best practice.
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Mutaqin, Agus Zaenal, Neti Karnati, and Ma'ruf Akbar. "Education and Leadership Training Evaluation of Level Four Program." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282229.

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Depranoto, Sri. "Program Evaluation of the Indonesian Navy’s Mental Development (A CIPP Model Evaluation Research)." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.106.

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Ersan, Ersan, Rusmono Rusmono, and Jhoni Lagun Siang. "Evaluation of Thematic Learning Program in Government Elementary School Singkawang." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282025.

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Argudo, Evan, Julia Grehan, Luke Leidy, et al. "Development and Evaluation of an Online Ergonomics Educational Program for Healthcare Professionals." In 2019 Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2019. http://dx.doi.org/10.1109/sieds.2019.8735601.

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Hanim, Wirda, Djunaedi Djunaedi, Happy Karlina Marjo, and Sudharno Dwi Yuwono. "Development Computer Assistant for Evaluation Guidance and Counselling Program." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.83.

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Astenia, Dewi, Rugaiyah Rugaiyah, and Neti Karnati. "The Evaluation of Schools Accreditation Program in Palembang City South Sumatera 2018." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282254.

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Agus, Supriyanto, and Irvan Budhi Handaka. "Guidance and Counseling Comprehensive: Evaluation Implemenation Guidance and Counseling Program." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.4.

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Sulasmono, Bambang Suteng, and Nining Mariyaningsih. "Context, Input. Process, Product Evaluation of The qSMK Rujukan Program in Salatigaq." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.100.

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Basyah, Ali, and Eddy Sutadji. "Logic Model Evaluation For SMK / SMA Teachers in Dual Expertise Educational Certification Program." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.16.

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Reports on the topic "Educational program evaluation"

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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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3

Peterson, Gary W., and Beatrice J. Farr. Job Skills Education Program: The Evaluation Plan. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada163183.

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4

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada612172.

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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada612173.

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7

Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada204097.

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Hoffman, Lee M., Clifford P. Hahn, Diane M. Hoffman, and Robin A. Dean. Evaluation of the Job Skills Education Program: Learning Outcomes. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada205352.

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Hahn, Clifford P., Robert E. Krug, Harvey Rosenbaum, Susan C. Stoddart, and Joan Harman. Evaluation of the U.S. Army Basic Skills Education Program. Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada178650.

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Diop, Nafissatou, Modou Faye, Amadou Moreau, et al. The Tostan program: Evaluation of a community based education program in Senegal. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1002.

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