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Artículos de revistas sobre el tema "Evaluation in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Gonçalves, Francisco, and Ágata Aranha. "Science evaluation methods in physical education courses." Avaliação: Revista da Avaliação da Educação Superior (Campinas) 16, no. 3 (November 2011): 731–44. http://dx.doi.org/10.1590/s1414-40772011000300013.

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The main objective of this study is to verify on what sort of evaluation the eighteen advisors of the physical education and sport's of monographs in Portugal base their judgement when evaluating students. An anonymous and confidential questionnaire was used to verify how their evaluation is processed. Only 38,9% of the advisors explain to their advisees the criteria, parameters, types and objectives of the evaluation that are used in their evaluations. In relation to the formative evaluation, generally, the advisors, in every meeting, take their own conclusions in relation to future classific

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2

Harwell, Michael R., Mary Lee Herrick, Deborah Curtis, Daniel Mundfrom, and Karen Gold. "Evaluating Statistics Texts Used in Education." Journal of Educational and Behavioral Statistics 21, no. 1 (March 1996): 3–34. http://dx.doi.org/10.3102/10769986021001003.

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Evaluating texts is an important activity associated with teaching statistics. Surprisingly, the statistical education literature offers little guidance on how these evaluations should be conducted. This lack of guidance may be at least partly responsible for the fact that published evaluations of statistics texts almost invariably employ evaluation criteria that lack any theory-based rationale. This failing is typically compounded by a lack of empirical evidence supporting the usefulness of the criteria. This article describes the construction and piloting of instruments for evaluating statis

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3

Ning, Guirong. "Evaluation Criteria for Quality Education of Physical Education Lessons Based on Logical Analysis." International Journal of Emerging Technologies in Learning (iJET) 16, no. 21 (November 15, 2021): 87. http://dx.doi.org/10.3991/ijet.v16i21.26867.

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To cultivate high-quality talents, it is important to develop a set of scientific and complete evaluation criteria for comprehensive quality. The effective evaluation could promote and guide teaching and learning, and improve the overall quality of students. Considering the features of PE lessons, this paper resorts to multiple methods, e.g., questionnaire survey, Delphi’s method, mathematical statistics, and logical analysis, to establish a system of evaluation criteria for the quality education of PE lessons, the proposed system includes 4 primary indices, 10 secondary indices, and 24 tertia

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4

Aydin, Aydan. "Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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5

Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (December 1, 2014): 605–16. http://dx.doi.org/10.53543/jeps.vol8iss4pp605-616.

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The purpose of this study was two-fold: first, to develop a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second, to involve teachers in the evaluation process. Three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools? (2) To what extent do the textbooks match the evaluative criteria? (3) Does teachers' evaluation of textbooks vary according to gender and experience? An evaluation checklist including 42 criteria in question form was developed and validated. In fall 2008, 73 E

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6

Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (December 1, 2014): 605. http://dx.doi.org/10.24200/jeps.vol8iss4pp605-616.

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The purpose of this study was two-fold: first, to develop a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second, to involve teachers in the evaluation process. Three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools? (2) To what extent do the textbooks match the evaluative criteria? (3) Does teachers' evaluation of textbooks vary according to gender and experience? An evaluation checklist including 42 criteria in question form was developed and validated. In fall 2008, 73 E

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7

Eriksson, Håkan. "Quality Assessment of Medical Research and Education." International Journal of Technology Assessment in Health Care 8, no. 3 (1992): 479–89. http://dx.doi.org/10.1017/s0266462300013763.

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AbstractDifferent aspects of the process of evaluating research and education are discussed, using the discipline of medicine as a model. The focus is primarily on potential problems in the design of an evaluation. The most important aspects of an assessment are: to create confidence in the evaluation among scientists and/or teachers who are being assessed before beginning; to find experts for whom the scientists and/or teachers have professional respect; to choose assessment methods in relation to the focus, level, and objectives of the evaluation; and to make the report of the evaluation's f

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8

ANDRONIC, Răzvan-Lucian, and Anca-Olga ANDRONIC. "EVALUATION AND SOCIAL INFLUENCE IN SCHOOL EDUCATION." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 505–8. http://dx.doi.org/10.19062/2247-3173.2016.18.2.2.

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9

Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore, and Dr Pawar Ashok Shankarrao. "Formative Evaluation: Action Plan for Primary Education." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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10

Supovitz, Jonathan A., and Brooke Snyder Taylor. "Systemic Education Evaluation." American Journal of Evaluation 26, no. 2 (June 2005): 204–30. http://dx.doi.org/10.1177/1098214005276286.

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11

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 2 (April 2005): 185. http://dx.doi.org/10.1097/00011363-200504000-00012.

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12

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 3 (July 2005): 286. http://dx.doi.org/10.1097/00011363-200507000-00013.

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13

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 25, no. 4 (October 2005): 407. http://dx.doi.org/10.1097/00011363-200510000-00017.

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14

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 1 (January 2006): 89. http://dx.doi.org/10.1097/00011363-200601000-00011.

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15

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 3 (July 2006): 296. http://dx.doi.org/10.1097/00011363-200607000-00011.

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16

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 26, no. 4 (October 2006): 390. http://dx.doi.org/10.1097/00011363-200610000-00011.

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17

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 1 (January 2007): 88. http://dx.doi.org/10.1097/00011363-200701000-00011.

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18

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 2 (April 2007): 205. http://dx.doi.org/10.1097/01.tld.0000269935.49375.de.

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19

&NA;. "CONTINUING EDUCATION EVALUATION." Topics in Language Disorders 27, no. 3 (July 2007): 293. http://dx.doi.org/10.1097/01.tld.0000285363.07996.82.

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20

Christensen, Nedra K., Elaine Boswell King, and Laura Prestwich. "Diabetes Education Evaluation." Topics in Clinical Nutrition 15, no. 4 (September 2000): 31–40. http://dx.doi.org/10.1097/00008486-200015040-00005.

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21

Hidayat, Didin Nuruddin. "Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model." IJECA (International Journal of Education and Curriculum Application) 1, no. 2 (August 30, 2018): 14. http://dx.doi.org/10.31764/ijeca.v1i2.2118.

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Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher e

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22

Braun, Gerald. "Evaluating Entrepreneurship Education Programmes in Developing Countries." Industry and Higher Education 26, no. 3 (June 2012): 193–205. http://dx.doi.org/10.5367/ihe.2012.0095.

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Although a great deal of time, resources and effort goes into the education of potential or existing entrepreneurs, our knowledge of the effects of this education is still rather limited. It can be argued that an imbalance exists between the substantial amount of finance and manpower invested in entrepreneurship education programmes and the very limited amount of resources invested in the evaluation of these programmes (that is, in analyses of their impact). Based on intercultural research and the personal experiences of the author in the evaluation of entrepreneurship education programmes (EE

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23

Shapiro, Joan Poliner. "Participatory Evaluation: Towards a Transformation of Assessment for Women’s Studies Programs and Projects." Educational Evaluation and Policy Analysis 10, no. 3 (September 1988): 191–99. http://dx.doi.org/10.3102/01623737010003191.

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This paper addresses some of the concerns inherent in evaluating women’s studies programs and projects. It focuses on the following four areas: a) discussion of objections raised by feminists about traditional forms of assessment; b) consideration of criticisms of traditional evaluations expressed by nontraditional evaluators; c) description of the strengths and weaknesses of illuminative evaluation as an alternative approach to assessing women’s studies programs; and d) introduction of a new model of evaluation which is herein termed “participatory evaluation.” Participatory evaluation is a p

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24

Kelly, Michael S., Christopher J. Mooney, Justin F. Rosati, Melanie K. Braun, and Robert Thompson Stone. "Education Research: The Narrative Evaluation Quality Instrument." Neurology 94, no. 2 (January 13, 2020): 91–95. http://dx.doi.org/10.1212/wnl.0000000000008794.

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ObjectiveDetermining the quality of narrative evaluations to assess medical student neurology clerkship performance remains a challenge. This study sought to develop a tool to comprehensively and systematically assess quality of student narrative evaluations.MethodsThe Narrative Evaluation Quality Instrument (NEQI) was created to assess several components within clerkship narrative evaluations: performance domains, specificity, and usefulness to learner. In this retrospective study, 5 investigators scored 123 narrative evaluations using the NEQI. Inter-rater reliability was estimated by calcul

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25

Koch, Fernando, and Chaitanya Rao. "Towards Massively Personal Education through Performance Evaluation Analytics." International Journal of Information and Education Technology 4, no. 4 (2014): 297–301. http://dx.doi.org/10.7763/ijiet.2014.v4.417.

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26

Minulina, Alsu Rafaelevna. "Education and Technology Entrepreneurship: Projects, Technologies, and Evaluation." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 608–15. http://dx.doi.org/10.5373/jardcs/v12sp3/20201298.

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27

Jain, Chandana, Renu Shrivastav, and G. Tejovathi G. Tejovathi. "Evaluation of Relationship between Education and Human Health." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/29.

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28

Saito, Daisuke, Risei Yajima, Hironori Washizaki, and Yoshiaki Fukazawa. "Validation of Rubric Evaluation for Programming Education." Education Sciences 11, no. 10 (October 19, 2021): 656. http://dx.doi.org/10.3390/educsci11100656.

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In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and

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29

Ruškytė, Lect Dr Džiuljeta, Habil Marijona Barkauskaitė, and Prof Dr Vytas Navickas. "Multiple Criteria Evaluation of Influence of Components of Entrepreneurship Education Programmes on Formation of Competencies." European Journal of Economics and Business Studies 8, no. 1 (May 19, 2017): 176. http://dx.doi.org/10.26417/ejes.v8i1.p176-185.

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The article substantiates the concept of entrepreneurship education from the holistic perspective, which is interpreted in the context of education in its broad meaning and is related to knowledge, abilities of economics and business, value orientations, personal traits and their comprehensive development. The significance of content areas of the General Education Curriculum to development of entrepreneurship skills in schools of general education in Lithuania was analysed. Multiple criteria evaluation, based on expert evaluations, was applied for evaluation of significance of areas of the pro

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30

Waters, Gisele A. "Critical Evaluation for Education Reform." education policy analysis archives 6 (November 3, 1998): 20. http://dx.doi.org/10.14507/epaa.v6n20.1998.

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The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democra

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31

KURUM, Gul, and Sakir CINKIR. "An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–34. http://dx.doi.org/10.14689/ejer.2019.83.12.

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32

Siti Kholidatur Rodiyah. "Ideal Evaluation in Islamic Education Learning." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 1–5. http://dx.doi.org/10.29062/edu.v2i2.23.

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A prospective teacher will actually be demanded by professionals in carrying out their duties as an educator. In teaching later a teacher is required to be able to provide the best education so as to achieve the desired educational goals. Evaluation in Islamic education the way or technique of assessment of student behavior based on a comprehensive standard calculation of all aspects of mental psychological and spiritual life of students. Because the personal figure desired by Islamic education is not only a person who is religious in nature, but also has the knowledge and skills that are capa

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33

Walker, Stacy E., Thomas G. Weidner, and Kirk J. Armstrong. "Evaluation of Athletic Training Students' Clinical Proficiencies." Journal of Athletic Training 43, no. 4 (July 1, 2008): 386–95. http://dx.doi.org/10.4085/1062-6050-43.4.386.

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Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n = 337); 201 (59.6%) program directors responde

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34

Huang, Yawen, and Jing Wang. "Quality Evaluation Model of Education in Remote Learning and IoT Based on College Students’ Quality Cultivation." Wireless Communications and Mobile Computing 2022 (September 5, 2022): 1–8. http://dx.doi.org/10.1155/2022/1171771.

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The current model for evaluating ideological and political education is mostly based on a weighted evaluation of related educational parameters, like the structure of the school and the structure of the teachers. In this cycle, the impact of college students’ general development on the construction of their ideological and political education is not considered, which makes evaluations less exact by and large. To work on the exactness of the evaluation model, you ought to upgrade the construction of the evaluation model, with the quality of education for college students as the center advanceme

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35

Harris-Huemmert, Susan. "Evaluation of Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 1–2. http://dx.doi.org/10.2304/rcie.2010.5.1.1.

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36

Wang, Yue Ying. "Evaluation in Higher Education." International Journal of Learning: Annual Review 7, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v07/47113.

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37

Yoon, Tai Young. "Evaluation in medical education." Korean Journal of Medical Education 27, no. 1 (February 28, 2015): 1–2. http://dx.doi.org/10.3946/kjme.2015.27.1.1.

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38

Thistlethwaite, Jill. "Evaluation, outcomes and education." Clinical Teacher 11, no. 6 (September 11, 2014): 409–10. http://dx.doi.org/10.1111/tct.12307.

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39

Johnson, Evelyn, and Carrie Lisa Semmelroth. "Special Education Teacher Evaluation." Assessment for Effective Intervention 39, no. 2 (December 17, 2013): 71–82. http://dx.doi.org/10.1177/1534508413513315.

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40

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198700105-00038.

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41

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198712005-00038.

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42

Lee, Eun B. "Evaluation of Patient Education." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 19, no. 2_suppl (February 1999): 510–13. http://dx.doi.org/10.1177/089686089901902s86.

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43

Klatt, Edward C. "Evaluation of medical education." Human Pathology 28, no. 8 (August 1997): 996–97. http://dx.doi.org/10.1016/s0046-8177(97)90020-4.

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44

Dočekal, Vít, and Miroslava Dvořáková. "Evaluation Levels in Education." Procedia - Social and Behavioral Sciences 174 (February 2015): 3743–49. http://dx.doi.org/10.1016/j.sbspro.2015.01.1108.

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45

Connell, David B., Ralph R. Turner, Elaine F. Mason, and Larry K. Olsen. "School health education evaluation." International Journal of Educational Research 10, no. 3 (January 1986): 245–345. http://dx.doi.org/10.1016/0883-0355(86)90004-2.

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46

Bank, Adrianne. "Ethnography in education evaluation." Evaluation and Program Planning 9, no. 2 (1986): 180–83. http://dx.doi.org/10.1016/0149-7189(86)90039-x.

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DaRosa, Debra A. "Evaluation in medical education." Evaluation and Program Planning 10, no. 1 (January 1987): 1. http://dx.doi.org/10.1016/0149-7189(87)90014-0.

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48

Caley, Lynne, Sharon J. Williams, Izabela Spernaes, David Thomas, Doris Behrens, and Alan Willson. "Frameworks for evaluating education programmes and work related learning: a scoping review." Journal of Workplace Learning 33, no. 6 (April 8, 2021): 486–501. http://dx.doi.org/10.1108/jwl-09-2020-0157.

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Purpose It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity. Design/methodology/approach A scoping review using Arskey and O’Malley’s five stage fram

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Hunsaker, Scott L., and Carolyn M. Callahan. "Evaluation of Gifted Programs: Current Practices." Journal for the Education of the Gifted 16, no. 2 (January 1993): 190–200. http://dx.doi.org/10.1177/016235329301600207.

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In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evalua

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Sezer, Hale. "The coaching process evaluation scale used in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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