Perspectives of Curriculum Evaluation

Walbesser, Henry H.; Tyler, Ralph W.; Scriven, Michael; Gagné, Robert M.

doi:10.2307/1161709

Cited by 58 publications

(9 citation statements)

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“…Summative evaluation aims to determine to what extend certain objectives have been accomplished. Formative evaluation [9] has a stronger focus on the assessing the processes and is used to rate or determine the effectiveness of the involved processes. In the summative approach the focus is more on whether or not certain (predetermined) objectives have been achieved, the formative approach assesses the efficiency of the process used to reach those objectives.…”

Section: Evaluation Principles and Elementsmentioning

confidence: 99%

Increasing Efficiency of Humanitarian Organizations with Volunteer Driven Information Products

Meesters

Walle

2014

2014 47th Hawaii International Conference on System Sciences

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Emerging technologies provide new opportunities to humanitarian organizations for enhancing their response to crisis situations. Since the 2010 Haiti Earthquake, online volunteer communities have been activated to gather data and generate information products to improve humanitarian organizations' situational awareness and decision making. However, how and to what extent these information products influence the operations and organizational routines of the humanitarian organizations is a matter of considerable debate.In this paper we introduce an evaluation method to determine the impact of these new opportunities. Built on existing evaluation design principles for information systems, the resulting framework is used to identify the relevant impact factors in creating and using volunteer driven information products. Our results show that, despite the high response time and technical expertise, the organizational performance impact is inhibited by the limited embedding of volunteer driven information products in the organization. Using the presented evaluation tool the impact of other deployments can be determined and improved in a similar manner.

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Section: Evaluation Principles and Elementsmentioning

confidence: 99%

Increasing Efficiency of Humanitarian Organizations with Volunteer Driven Information Products

Meesters

Walle

2014

2014 47th Hawaii International Conference on System Sciences

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“…• A avalição formativa desenvolvida originalmente por Scriven (1967), é uma avaliação duradoura, contínua, que mantém uma relação pedagógica com o aluno em que se pode notar as dificuldades de aprendizagem ao longo do processo. É importante ressaltar que a avalição formativa também destaca a importância das atividades que permitam ao aluno a consciência de sua aprendizagem, e sempre a modificando para atingir seus objetivos.…”

Section: Introductionunclassified

Avaliação nas Séries Iniciais do Ensino Fundamental: Alguns Apontamentos

Cavalcanti¹,

Florêncio

2023

RFSA

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RESUMOO presente manuscrito aborda as formas avaliativas de diagnóstico e intervenção no Ensino Fundamental, sua utilização e prática em salas de aula da rede pública municipal de Petrolina e os mecanismos de adaptação à educação especial. Através de pesquisa de campo, foi possível coletar dados que proporcionaram entender como as avaliações estão sendo pensadas, quais tipos estão sendo aplicados e como essas avaliações estão contribuindo para inclusão de educandos com deficiências físicas ou intelectuais. Os estudos bibliográficos possibilitaram estabelecer noções básicas sobre os tipos de avaliação e apresentar uma análise crítica acerca das práticas coletadas, estabelecendo parâmetros comparativos e estratégias necessárias para que o processo avaliativo possa ser classificado como eficaz, dinâmico e inclusivo, que esteja de acordo com a especificidade de cada aluno, evitando o baixo rendimento, a repetência e a evasão, que são os principais agravantes de uma avaliação tecnicista e excludente.

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“…Evaluation is defined as "the systematic determination of the quality or value of something." 6 In medical education, evaluation has been defined "as a systematic approach to the collection, analysis, and interpretation of information about any aspect of the conceptualization, design, implementation, and utility of educational programs." 7 This study used Kirkpatrick's model of Program Evaluation Design.…”

Section: Introductionmentioning

confidence: 99%

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study

Tecson III,

Bundoc,

Abdulla

et al. 2023

Acta Med Philipp

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Background and Objective. The pandemic acted as an accelerator for the development of online teaching formats in anatomy and histology worldwide. The authors introduce a bridging program that reinforces the knowledge and understanding of gross and correlative anatomy and histology acquired in a virtual environment in preparation for its future clinical application. The study aims to evaluate the Learning Enhancement in Anatomy Program (LEAP) conducted among first-year medical students at the College of Medicine, University of the Philippines Manila.Methods. This descriptive cross-sectional study aims to determine the initial experience of implementing a learning enhancement program and assess areas for its improvement. An internally validated questionnaire was given to students after the program to gauge students’ reactions (Kirkpatrick Level 1 evaluation). Pre- and post-tests were administered to evaluate knowledge acquisition (Kirkpatrick Level 2 evaluation). Short-term behavioral peer evaluation (Kirkpatrick Level 3 evaluation) was also instituted.Results. One hundred fifty-two (152) students participated in the study. General reactions from students to the LEAP were consistently positive, with a steady majority of the students rating ‘5’ or a ‘Strongly Agree’ to positive statements regarding the program. Higher ratings for more traditional teaching methods, such as cadavers, formalinized specimens, and bones, compared to virtual systems were apparent. However, inter-student variation in preference for teaching modalities was observed. All stations of the LEAP were evaluated satisfactorily, with most gross anatomy stations rated higher than histology stations. A significant increase was noted in the total post-test scores compared to pre-test scores. This improvement in test scores was observed in the anatomy and histology subcategories and in six of the seven organ system modules. Perceived behavioral outcomes were also generally positive.Conclusion. The LEAP is a worthwhile endeavor, garnering overwhelmingly positive reactions and asignificant improvement in test scores. Future studies are necessary to fine-tune teaching and training in ablended learning environment.

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Perspectives of Curriculum Evaluation

Cited by 58 publications

References 0 publications

Increasing Efficiency of Humanitarian Organizations with Volunteer Driven Information Products

Increasing Efficiency of Humanitarian Organizations with Volunteer Driven Information Products

Avaliação nas Séries Iniciais do Ensino Fundamental: Alguns Apontamentos

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study

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