FUNDMENTALS OF PROGRAM EVALUATION

FUNDMENTALS OF PROGRAM EVALUATION

This report tries to describe ways to restructure and rethink, teaching-learning, together with new methods for professional development and evaluation for faculty. In every teaching-learning community, the best practice assessment is one that rewards and encourages actual teaching practices considering the students-learning outcome.

Assessment of learning that is best make students identify their strength and also weaknesses. Determining what is required for them to correct their learning misconceptions and deficiencies. If the evaluation of that kind is applied, students can learn to enhance continuous improvement (Alcoveret al. 2018). The method of outcome valuation, which is a measure of studentlearning, using that specific information that improves teaching methodologies, are given priority.  Other means and strategies involved informative evaluation then follow.

Assessment is considered more than the grades. Assessment is a method of providing directions by use of data to improve the teaching methodologies, guiding, and motivating learners to get involved actively in their work. (Ball,& Anderson,1975) An assessment provides useful feedback to both the learners and instructors. An evaluation gives essential information concerning what learners are learning and extent reached to meet the set goals. Improving teaching quality also involves finding out the size to which learners are masters the content being taught.

One method of improving learners learning outcome assessing. It enables the faculty to determine what learners know and able to do as a consequence of instruction or teaching. It also provides an academic department and the faculty with information to improve course content, education, including curricular structure. Outcome-assessment activities include. (Amengual et, al 2018) Laboratory skills, internships, testing specific knowledge skills and knowledge in an appropriate evaluation strategy, using formative feedback from assessment results, to improve instruction and curriculum, adjusting the expected results of learning to enhance the continuous improvement of teaching and curriculum also..

Primary –trait analysis is a mechanism applied during outcome assessment. Typically a scoring rubric is developed then using it to score every learner’s performance. (Thompson, 2005) after inspecting items missed, the faculty can discover the specific concepts which need to be addressed in instruction again. With outcome assessment, the department can update the curriculum progressively and develop new courses where need be. Preparations are well served through informal evaluation that occurs throughout the course period.

Formative evaluation offer both summative and formative evaluation .summative is typically done at the end of a particular teaching-learning duration, for instance, at the end of a semester. In contrast, formative evaluation is done within the teaching-learning period, for example, in the case of a continuous assessment test. A measure of teaching effectiveness and student learning is done.(Pype,1995) Apart from the instructor’s teaching-competence, other factors can affect the outcome, and they include student’s ability, preconceptions, skills and interest, student effort. The following strategies may be applied during evaluation include questioning of students or learners direct,  time teaching, and fine paper at the end of a session or class, student teams for consecutive term evaluation. Learner’s course notes, chain notes learners study groups, informal conversations with students during office our, index cards, and outside evaluators the like specialist instructor from other learning institutions.

Ethical considerations must be addressed and anticipated during the evaluation process. Evaluation group should be able to demonstrate their valuation ethically, which involves ethical conduct to promote integrity, respect, and honesty in all communications with evaluation participants and program owners. The standards typically apply in all parts of evaluation conduct and design.

After my colleague asking, he gave the same response to mine. He talked of evaluating the teaching effectiveness in education, where he elaborated on the approaches taken from assessment toevaluation where for example, in the case of evaluation, he developed the two categories, which is the summative and formative evaluation. He also gave an evaluation method like an informal conversation, course notes, among others.

I have worked as an education evaluation analyst for three years. I have been working with other evaluation participants. I am aware of all the ethical issues in this field, and I usually ensure I do as stipulated by the law. The moral acts include ethical conduct during the process, respect, honesty, among others. I have been acting as a group coordinator, overseeing the overall evaluation tasks that do as required.

References

Alcover, E. A., Jaume-i-Capo, A., & Moya-Alcover, B. (2018). program: A process framework for serious game development for motor rehabilitation therapy. PloS one, 13(5).

Amengual Alcover, E., Jaume-i-Capo, A., & Moyà-Alcover, B. (2018). program: A process framework for serious game development for motor rehabilitation therapy. PloS one, 13(5).

Thompson, K. R. (2005). Heroes of the Hardcourt: Ranking Pro Basketball’s 100 Greatest Players and Introducing a Whole New Way of Looking at the Game. Author House.

Pype, P., & De Man, H. (1995, May). Improving DSP design expertise by stepwise educational intensification. In 1995 International Conference on Acoustics, Speech, and Signal Processing (Vol. 5, pp. 2877-2880). IEEE.

Ball, S., & Anderson, S. B. (1975). Practices in Program Evaluation: A Survey and Some Case Studies.