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| evaluation tools in education: The SAGE International Handbook of Educational Evaluation Katherine Ryan, J. Bradley Cousins, 2009-07-15 Bringing together the expertise of top evaluation leaders from around the world, The SAGE International Handbook of Educational Evaluation addresses methods and applications in the field, particularly as they relate to policy- and decision-making in an era of globalization. The comprehensive collection of articles in the Handbook compels readers to consider globalization influences on educational evaluation within distinct genres or families of evaluation approaches. Key Features Discusses substantive issues surrounding globalization, and its implication for educational policy and practice and ultimately evaluation; Includes state-of-the-art theory chapters and method chapters within scientific, accountability-oriented, learning-oriented, and political genres of evaluation approaches; Provides real-world case exemplar chapters to illustrate core concepts within genres; Extends dialogue on controversial topics and contemporary educational evaluation tensions in the context of globalization; Summarizes, by means of an integration chapter, the issues, tensions and dilemmas confronting educational evaluators in an era of globalization. Serving as a state-of-the-art resource on educational evaluation, this volume is designed for graduate students, evaluation scholars and researchers and professional evaluation practitioners with an interest in educational program and policy evaluation. |
| evaluation tools in education: Peace Education Evaluation Celina Del Felice, Aaron Karako, Andria Wisler, 2015-05-01 Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology. |
| evaluation tools in education: Classroom Assessment Techniques Thomas A. Angelo, Patricia K. Cross, 2005-04 This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today. |
| evaluation tools in education: The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation Bruce B. Frey, 2018-01-29 This encyclopedia is the first major reference guide for students new to the field, covering traditional areas while pointing the way to future developments. |
| evaluation tools in education: Ipsative Assessment G. Hughes, 2014-05-07 Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies. |
| evaluation tools in education: Designing and Using Tools for Educational Assessment Madhabi Chatterji, 2003 This text is intended for the large group of non-measurement professionals who need to know about creating assessment tools and using them for decision-making. Teachers, administrators, and instructional support personnel will find that this book provides a balanced treatment of design, validation and use of assessment tools for varied learning outcomes and needs. This treatment includes traditional and alternative assessments. The book is straightforward and applied with minimal statistical content. Numerous examples, case studies, tables, figures, and a Web site with chapter highlights and exercises support the applied focus of this book. Psychologists or those involved with educational psychology. |
| evaluation tools in education: Reading Assessment and Instruction for All Learners Jeanne Shay Schumm, 2006-05-04 Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead of treating them as special topics. Accessible chapters on each of the core components of literacy clearly demonstrate how to link formal and informal assessment to evidence-based instruction. Special features include Research Briefs, Tech Tips, Internet Resources, Reflection and Action Questions, and dozens of reproducible student activities and assessment tools. |
| evaluation tools in education: Statistical Tools for Program Evaluation Jean-Michel Josselin, Benoît Le Maux, 2017-05-23 This book provides a self-contained presentation of the statistical tools required for evaluating public programs, as advocated by many governments, the World Bank, the European Union, and the Organization for Economic Cooperation and Development. After introducing the methodological framework of program evaluation, the first chapters are devoted to the collection, elementary description and multivariate analysis of data as well as the estimation of welfare changes. The book then successively presents the tools of ex-ante methods (financial analysis, budget planning, cost-benefit, cost-effectiveness and multi-criteria evaluation) and ex-post methods (benchmarking, experimental and quasi-experimental evaluation). The step-by-step approach and the systematic use of numerical illustrations equip readers to handle the statistics of program evaluation. It not only offers practitioners from public administrations, consultancy firms and nongovernmental organizations the basic tools and advanced techniques used in program assessment, it is also suitable for executive management training, upper undergraduate and graduate courses, as well as for self-study. |
| evaluation tools in education: Evaluation Beyond Exams in Nursing Education Robin Donohoe Dennison, DNP, APRN, CCNS, CEN, CNE, Anita Dempsey, PhD, APRN, PMHCNS-BC, John Rosselli, MS, RN, FNP-BC, CNE, 2014-07-29 Helps educators to design assignments and rigorous rubrics that truly measure student learning objectives The ability of students to pass an examination does not necessarily reflect or guarantee their ability to apply knowledge in practice, nor are traditional exams a sufficient means to evaluate all learning objectives. Written for both new and seasoned nurse educators, this book is unique in its provision of rigorous rubrics that fully take into account learning objectives and the teachingñlearning process, and promote objective grading. It examines a variety of time-tested, alternative evaluation methods, discusses how to design them, and includes best practices for using them. The book provides an overview of how evaluation and rubrics play an integral part within the larger nursing education teachingñlearning process. It helps educators clearly define learning objectives and desired outcomes, and how to evaluate them. The book describes how to formulate a variety of teaching strategies, design effective assignments, and examine in detail specific evaluation methods including best practices for their use and exemplar analytic scoring rubrics. Also available are detailed, modifiable grading rubric templates for each assignment presented. Evaluation methods covered include papers, presentations, participation, discussion boards, concept maps, case studies, reflective journals, and portfolios. The book will assist both new and seasoned nurse educators in their quest to graduate competent, safe nurses at all levels of nursing education. Key Features: Provides rigorous, modifiable rubrics for learning objective grading Includes time-tested alternative evaluation methods Describes best practices for designing a variety of teachingñlearning evaluation tools Includes guidelines for writing clear assignment descriptions Discusses papers, presentations, concept maps, case studies, portfolios, and more |
| evaluation tools in education: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. |
| evaluation tools in education: Evaluation and Testing in Nursing Education Marilyn H. Oermann, PhD, RN, ANEF, FAAN, Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, 2009-05-18 Designated a Doody's Core Title and Essential Purchase! Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy. --Nursing Education Perspectives This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library. Score: 93, 4 stars --Doody's This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs. -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students. |
| evaluation tools in education: Encyclopedia of Evaluation Sandra Mathison, 2005 The 'Encyclopedia of Evaluation' recognises the growth of evaluation around the world & highlights all the major contributions to the field. There are over 400 entries organised alphabetically. |
| evaluation tools in education: Online Assessment and Measurement Mary Hricko, Scott L. Howell, 2006-01-01 This book explores the development of online assessment and the way practitioners of online learning can modify their methodologies in the design, development, and delivery of their instruction to best accommodate their participants--Provided by publisher. |
| evaluation tools in education: The Framework for Teaching Evaluation Instrument, 2013 Edition Charlotte Danielson, 2013 The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance. |
| evaluation tools in education: Shake Up Learning Kasey Bell, 2018-03-05 Is the learning in your classroom static or dynamic? Shake Up Learning guides you through the process of creating dynamic learning opportunities-from purposeful planning and maximizing technology to fearless implementation. |
| evaluation tools in education: Science Teaching Reconsidered National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Undergraduate Science Education, 1997-03-12 Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€and the wonderâ€of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. |
| evaluation tools in education: Practical Evaluation Guide Judy Diamond, Jessica J. Luke, David H. Uttal, 2009-09-16 Practical Evaluation Guide provides the necessary tools to evaluate the effectiveness of programs and exhibits in informal educational settings_museums, science centers, zoos, aquariums, botanical gardens, and parks. |
| evaluation tools in education: Evaluating Professional Development Thomas R. Guskey, 2000 Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability. |
| evaluation tools in education: The New Handbook of Teacher Evaluation Jason Millman, Linda Darling-Hammond, 1990 A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development. |
| evaluation tools in education: Research and Evaluation Methods in Special Education Donna M. Mertens, John Adams McLaughlin, 2004 This text will enable readers to use tools to design, conduct and report research in a way that transforms, when appropriate, the delivery of special education. |
| evaluation tools in education: Enhancing Professional Practice Charlotte Danielson, 2007-02-08 Note: A newer edition of this title is available. The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners. The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use. This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards. |
| evaluation tools in education: ABC of Learning and Teaching in Medicine Peter Cantillon, Diana F. Wood, Sarah Yardley, 2017-09-25 ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators. |
| evaluation tools in education: Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology, 2003-01-19 Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields. |
| evaluation tools in education: Evaluation in Distance Education and E-Learning Valerie Ruhe, Bruno D. Zumbo, 2008-12-04 With the rapid proliferation of distance education and e-learning courses, the need is growing for a comprehensive, professional approach to evaluating their effectiveness. This indispensable book offers a road map to guide evaluation practice in these innovative learning environments. Providing practical, step-by-step guidelines and tools for conducting evaluation studies—including how to deal with stakeholders, develop surveys and interview protocols, collect other scientific evidence, and analyze and blend mixed-methods data—the work also features a template for writing high-quality reports. The unfolding model developed by the authors draws on Messick's influential assessment framework and applies it to program evaluation. Two case studies of actual programs (a distance learning course and an e-learning course) demonstrate the unfolding model in action. |
| evaluation tools in education: Computational Thinking Education Siu-Cheung Kong, Harold Abelson, 2019-07-04 This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry. |
| evaluation tools in education: Evaluating School Programs James R. Sanders, Carolyn D. Sullins, 2006 Achieve lasting educational benefits through masterfully administered school program evaluations! The annual process of evaluating school programs raises a legitimate question: how to implement quality program evaluations that will not drain a school's resources, but instead help create a school culture that promotes inspired teaching and high academic achievement-and meets NCLB guidelines? In this updated edition of the bestselling text, authors James R. Sanders and Carolyn D. Sullins demonstrate how an effective program evaluation process can conserve resources while yielding substantial benefits for teachers, parents, students, and schools. This user-friendly resource provides concise yet comprehensive coverage of school program evaluation through a highly regarded five-step program. Illustrated by examples and case studies, this approach is designed to help educators develop competence and confidence in program evaluation. Both practicing and aspiring educators can learn to: Successfully manage logistical and scheduling problems Strategically approach school politics, ethical considerations, and interpersonal relations Comprehensively organize and analyze information regarding school programs Effectively respond to the No Child Left Behind Act Discover how to skillfully administer school evaluations that produce lasting educational results! |
| evaluation tools in education: Assessing Impact Joellen Killion, 2017-11-08 Design high-impact professional learning programs with results-based evaluations You want to make sure that the time, effort, and resources you are investing in your professional learning programs is truly making an impact on educator effectiveness and student achievement. Joellen Killion guides you step by step through the rigors of producing an effective, in-depth, results-based evaluation to measure effectiveness and retain stakeholder support. The methods outlined here: Adhere to changes in federal and state policy relating to professional learning and educator development Facilitate the use of extensive datasets crucial for measuring feasibility, equity, sustainability, and impact of professional learning Help you make data-informed decisions and increase quality and results |
| evaluation tools in education: Evaluation toolkit for educational institutions. Increasing impact on senior learners' quality of life Cabedo Manuel, Salvador, Escuder Mollón, Pilar, 2013-03-31 En la presente guía se ofrece, en primer lugar, los fundamentos sobre los que debe construirse cualquier acción educativa dirigida a estudiantes mayores, así como los conceptos básicos sobre calidad de vida relacionada con las personas mayores y las necesidades y riesgos específicos de las personas mayores, así como las oportunidades y potencialidades existentes. El incremento de la esperanza de vida y de la salud logra que los mayores sean un grupo cada vez más significativo en nuestra sociedad europea; actualmente no solo viven más años y son más activos sino también poseen mayor nivel de formación e inquietudes. |
| evaluation tools in education: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| evaluation tools in education: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| evaluation tools in education: Tools for Strengths-Based Assessment and Evaluation Catherine A. Simmons, Peter Lehmann, 2012-11-08 Print+CourseSmart |
| evaluation tools in education: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| evaluation tools in education: Economic Evaluation in Education Henry M. Levin, Patrick J. McEwan, Clive Belfield, A. Brooks Bowden, Robert Shand, 2017-06-15 The past decade has seen increased attention to cost-effectiveness and benefit-cost analysis in education as administrators are being asked to accomplish more with the same or even fewer resources, philanthropists are keen to calculate their return on investment in social programs, and the general public is increasingly scrutinizing how resources are allocated to schools and colleges. Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (titled Cost-Effectiveness Analysis: Methods and Applications in its previous editions) is the only full-length book to provide readers with the step-by-step methods they need to plan and implement a benefit-cost analysis in education. Authors Henry M. Levin, Patrick J. McEwan, Clive Belfield, Alyshia Brooks Bowden, and Robert Shand examine a range of issues, including how to identify, measure, and distribute costs; how to measure effectiveness, utility, and benefits; and how to incorporate cost evaluations into the decision-making process. The updates to the Third Edition reflect the considerable methodological development in the evaluation literature, and the greater empiricism practiced by education researchers, to help readers learn to apply more advanced methods to their own analyses. |
| evaluation tools in education: Program Evaluation in Gifted Education Carolyn M. Callahan, Sally M. Reis, Series Editor, 2004-03-11 The expert guide to the major issues, the chief trends, and the most effective models of program evaluation in gifted education! The readings in this ready-reference report on specific program evaluations, offer critical guidance in the development and utilization of instruments for assessing gifted and talented programs, and are designed to stimulate the discussion of issues surrounding the evaluation of gifted programs. Key features include: Carolyn M. Callahan′s comprehensive and insightful examination of the past, present, and hopeful future of gifted program evaluation Research-informed theories, practical guidelines, and successful models of evaluation Recommendations for future exploration Program evaluation has been considered an important, but neglected component of gifted education for the last three decades. Program Evaluation in Gifted Education provides much needed direction to program developers and practitioners who desire to increase the effectiveness and efficiency of their gifted programs. The ERGE Series: The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer. |
| evaluation tools in education: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| evaluation tools in education: School Portfolio Toolkit Victoria Bernhardt, 2013-10-02 The School Portfolio Toolkit is a book that includes over 300 tools, strategies, templates, and examples for use in building school portfolios and for planning, implementing, and evaluating continuous school improvement. The Toolkit was written to support school personnel with the mechanics of putting together a school portfolio, as well as to offer processes and strategies to move whole school staffs into and through continuous improvement. The tools in the Toolkit will help staffs create, implement, and maintain school portfolios and begin the journey of continuous improvement. Each chapter deals with one topic related to the school portfolio and comprehensive school improvement, with related documents and tools. The School Portfolio Toolkit book provides templates, tools, examples, and strategies that will help you analyze your school's data, create a vision that is truly shared by the school staff, build a continuous school improvement plan to implement the school vision, formulate a leadership structure to implement the vision, involve parents, community, and business in implementing the vision, embed up to forty different powerful professional development designs into your school plan, evaluate your continuous school improvement work, and create a School Portfolio that will organize and serve as a framework for the continuation of this work |
| evaluation tools in education: The CLES-Scale: An Evaluation Tool for Healthcare Education Mikko Saarikoski, Camilla Strandell-Laine, 2017-11-20 This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies. |
| evaluation tools in education: Self-Evaluation John MacBeath, Archie Mcglynn, 2004-11-23 Self-evaluation in schools sits at the top of the national agenda in response to an awareness that performance tables and inspector's reports can only tell a partial story. Schools are now encouraged to raise questions about 'How are we doing?' and 'How do we know?'. Self-Evaluation: What's in it for Schools? demystifies school self-evaluation and encourages schools to be self-critical and self-confident. The book helps schools and teachers develop the necessary confidence to work with evaluation tools. Accessible and packed with case studies, it tackles the issues that are at the forefront of the national agenda in most countries in Europe. Challenging ideas for the future are given through discussion of the concerns and issues of schools in the present day. |
| evaluation tools in education: Research Methods in Education Joseph Check, Russell K. Schutt, 2011-10-27 Research Methods in Education introduces research methods as an integrated set of techniques for investigating questions about the educational world. This lively, innovative text helps students connect technique and substance, appreciate the value of both qualitative and quantitative methodologies, and make ethical research decisions. It weaves actual research stories into the presentation of research topics, and it emphasizes validity, authenticity, and practical significance as overarching research goals. The text is divided into three sections: Foundations of Research (5 chapters), Research Design and Data Collection (7 chapters), and Analyzing and Reporting Data (3 chapters). This tripartite conceptual framework honors traditional quantitative approaches while reflecting the growing popularity of qualitative studies, mixed method designs, and school-based techniques. This approach provides a comprehensive, conceptually unified, and well-written introduction to the exciting but complex field of educational research. |
| evaluation tools in education: Classroom Assessment Techniques Thomas A. Angelo, Todd D. Zakrajsek, 2024-06-11 Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers A practical, research-based handbook for using assessment to improve learning. This completely revised and updated third edition of Classroom Assessment Techniques provides a research-based, engaging guide to assessing student learning where it matters most—at course and classroom levels. Informed by the latest international educational research and 30 years of classroom assessment practice, this practical handbook is designed for postsecondary teachers from all disciplines, faculty and academic developers, and assessment professionals. It offers field-tested guidance, tools, and advice for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms, analyzing resulting data, and using that data to improve student learning. Classroom Assessment Techniques, 3rd Edition, is a practical, clearly written handbook for busy professionals. It contains a wealth of useful resources, including: 50-plus CATs (classroom assessment techniques) – flexible formative assessment tools easily adaptable for use in a wide range of disciplines and contexts. Case studies and examples illustrating how college and university faculty have applied these techniques to improve learning A new “Course Learning Outcomes Inventory” (CLOI)—a self-assessment tool for identifying and prioritizing the most relevant learning outcomes to assess The original “Teaching Goals Inventory” (TGI) which offers an alternate, teaching-focused approach to setting assessment priorities Multiple ways to quickly find the most appropriate tool. CATs are indexed by discipline examples, Bloom’s Taxonomy, Biggs and Tang’s SOLO Taxonomy, the CLOI, and the TGI Brief chapters explaining what formative assessment is, how it can improve student learning, how to gather and provide formative feedback, how to link classroom assessment with broader/other assessment efforts, and how to collaborate with students and colleagues Each CAT provides a brief, self-contained “recipe” including a description, steps for implementation, dos and don’ts, and relevant references |
EVALUATION Definition & Meaning - Merriam-Webster
The meaning of EVALUATION is the act or result of evaluating : determination of the value, nature, character, or quality of something or someone. How to use evaluation in a sentence.
Evaluation - Wikipedia
Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was …
EVALUATION | English meaning - Cambridge Dictionary
EVALUATION definition: 1. the process of judging or calculating the quality, importance, amount, or value of something…. Learn more.
Evaluation 101
Evaluation 101 provides resources to help you answer those questions and more. You will learn about program evaluation and why it is needed, along with some helpful frameworks that place …
Evaluation - definition of evaluation by The Free Dictionary
To ascertain or fix the value or amount of: evaluate the damage from the flood. 2. To determine the importance, effectiveness, or worth of; assess: evaluate teacher performance. See …
EVALUATION Definition & Meaning - Dictionary.com
Evaluation definition: an act or instance of evaluating or appraising.. See examples of EVALUATION used in a sentence.
EVALUATION definition and meaning | Collins English Dictionary
EVALUATION definition: the process of evaluating something or an instance of this | Meaning, pronunciation, translations and examples
What is Evaluation
To provide insight into the purpose and focus behind evaluation, we have asked a few of our members to speak to what evaluation means to them, how they approach evaluation, and what …
evaluation noun - Definition, pictures, pronunciation and usage …
the act of forming an opinion of the amount, value or quality of something after thinking about it carefully. The technique is not widely practised and requires further evaluation. The discussion …
Understanding What is Evaluation - EvalCommunity
Discover what evaluation is, definitions and why it's essential, and how it's used across programs, policies, and projects.
EVALUATION Definition & Meaning - Merriam-Webster
The meaning of EVALUATION is the act or result of evaluating : determination of the value, nature, character, or quality of something or someone. How to use evaluation in a sentence.
Evaluation - Wikipedia
Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was …
EVALUATION | English meaning - Cambridge Dictionary
EVALUATION definition: 1. the process of judging or calculating the quality, importance, amount, or value of something…. Learn more.
Evaluation 101
Evaluation 101 provides resources to help you answer those questions and more. You will learn about program evaluation and why it is needed, along with some helpful frameworks that place …
Evaluation - definition of evaluation by The Free Dictionary
To ascertain or fix the value or amount of: evaluate the damage from the flood. 2. To determine the importance, effectiveness, or worth of; assess: evaluate teacher performance. See …
EVALUATION Definition & Meaning - Dictionary.com
Evaluation definition: an act or instance of evaluating or appraising.. See examples of EVALUATION used in a sentence.
EVALUATION definition and meaning | Collins English Dictionary
EVALUATION definition: the process of evaluating something or an instance of this | Meaning, pronunciation, translations and examples
What is Evaluation
To provide insight into the purpose and focus behind evaluation, we have asked a few of our members to speak to what evaluation means to them, how they approach evaluation, and …
evaluation noun - Definition, pictures, pronunciation and usage …
the act of forming an opinion of the amount, value or quality of something after thinking about it carefully. The technique is not widely practised and requires further evaluation. The discussion …
Understanding What is Evaluation - EvalCommunity
Discover what evaluation is, definitions and why it's essential, and how it's used across programs, policies, and projects.
