Applying a People‐Centered Evaluation Framework to Build Stronger Relationships and More Applicable Evaluations

In order to realize optimal education in madrasa needs professional management. It can happen if supported by adequate funding sources because education without funding will not work. The provision of BOS funds by the government is a breakthrough program to help finance schools. However, in the implementation process, it experiences many obstacles. As experienced by MI Ma’arif Panjeng Jenangan Ponorogo, such as delays in distributing BOS funds. Of course, this can hinder the learning process. However, even so, MI still exists and takes part in the world of education. The increasing number of students each year is proof of the importance of good Human Resources financing management at MI Ma’arif Panjang. This issue cannot be overlooked. The aims of this study were (1) to find out the planning, (2) to find out the implementation, and (3) to find out the evaluation of education management financing in MI Ma’arif Panjeng. This study uses a type of qualitative research. Data collection used in this study were semi-structured interviews, observation and documentation. The data analysis technique uses an interactive model from Milles and Huberman to analyze the research data by collecting, condensation, drawing conclusions and presenting. The results of this study are (1) On the planning aspect, preparation of the budget plan begins with holding the institution’s annual work meeting, (2) On the implementation aspect of education financing includes two activities, namely receiving funds and disbursing funds, (3) On the evaluation aspect of education financing, it is accountable, namely following planning and can be accounted. There are two forms of evaluation, namely internal and external evaluation. The foundation carries out internal evaluations, which are monthly, annual, and committee evaluations. At the same time, the external evaluation is carried out by the government (BOS funds).

Background: Intragroup evaluation is a process through which faculty members, students, and university officials examine the strengths and weaknesses of their department by assessing the educational unit to clarify the status of the department. Objectives: The present study aimed to investigate the internal evaluations (IEs) of the departments conducted at Kermanshah University of Medical Sciences (KUMS), Iran. Methods: In this descriptive study, IEs were performed at KUMS during 2012-2018. A summary of the documented information was collected by a checklist, and 22 IEs of the university departments during this period were reviewed. Data analysis was performed in SPSS version 21. Results: Most of the IEs were evaluated within six months. In 100% of the cases, the educational goals of a specific department, cases of the evaluation areas, and assessment criteria were determined and scored, and the lesson plans for the existing theory units were delivered to the students. In addition, documents of faculty members’ research activities, along with specific and codified programs for conferences, were reported. However, only 27.3% of the educational experts and 54.5% of the student representatives were involved in the group evaluation committee, and in 68.2% of the cases, there were lesson plans for skill units and clinical wards. On the other hand, 40% of the cases had a specific documentary program to assess the students’ academic decline/achievement in the groups. Conclusions: Formally, the IEs were performed correctly, and the obtained results briefly showed that they could achieve multiple academic goals. Due to the differences between the results and the observed state of the university, external evaluations are recommended as well.

The designer of a system on a chip (SoC) that connects IP cores through a network on chip (NoC) needs methods to support application performance evaluation. Two key aspects these methods have to address are the generation and evaluation of network traffic. Traffic generation allows injecting packets in the network according to application constraint specifications such as transmission rate and end-to-end latency. Performance evaluation helps in computing latency and throughput at network channels/interfaces, as well as to identify congestion and hot-spots. This paper reviews related works in traffic generation and performance evaluation for mesh topology NoCs, and proposes general methods for both aspects. Three parameters are used here to define traffic generation: packet spatial distribution, packet injection rate and packet size. Two types of methods to evaluate performance in NoCs are discussed: (i) external evaluation, a common strategy found in related works, where the network is considered as a black box and traffic results are obtained only from the external network interfaces; (ii) internal evaluation, where performance is computed in each network channel. The paper presents the result of experiments conducted in an 8times8 mesh network, varying the routing algorithms and the number of virtual channels. The main contribution of this work is the set of methods for internal NoC evaluation, which help designers to optimize the network under different traffic scenarios

Opening Minds through Art (OMA) is an award-winning, evidence-based, intergenerational art-making program for people living with dementia. Developed in 2007 at Miami University’s Scripps Gerontology Center, the program is grounded in person-centered care principles and serves the vital need for people living with dementia to engage in creative expression and social connection. The current impact of OMA includes engagement through 1,100 trained facilitators in over 300 communities spanning 37 states and internationally. As a university-based program, OMA has maintained a focus on research with thirteen peer-reviewed studies to support the program’s impact on younger and older participants in areas such as more empathetic attitudes for other generations, improved mood, and increased engagement. Core to OMA’s success are relationships with 30 universities in the U.S. and globally. Through these partnerships, students engage with OMA through academic and service-learning opportunities to fortify their understanding of the aging process and empathy for older generations. Universities also benefit through community support and participation. The success of these programs is highly dependent on OMA’s ability to adapt to each university’s resources, programmatic interests, and community partnerships. This symposium will describe variations of OMA programming at three universities including work with health trainees at Penn State University, a student internship program at Florida State University, and the first and longest running OMA program including an innovative virtual variation at Miami University. Katy Abbott will lead a discussion of implementation, internal evaluation, and research components across programs and will explore future implications for university-based growth and adaptations.

The Older Adult Behavioral Health Initiative (OABHI) is an innovative program funded by the Oregon Health Authority to address gaps in services for older adults and people with physical disabilities with behavioral health (BH) issues. The Initiative consists of 24 Behavioral Health Specialists who work with community partners across Oregon to improve BH services through workforce development, health and wellness promotion, complex care consultations, and promoting coordination and collaboration between aging and BH agencies. The Institute on Aging (IOA) at Portland State University (PSU) has evaluated the effectiveness of the Initiative since its establishment in 2015. Prior evaluation efforts included interviews and surveys from key community partners, staff from Area Agencies on Aging (AAA), Aging and Disability Resource Centers (ADRC), Aging and People with Disabilities (APD), and Community Mental Health Programs (CMHPs). As the Initiative comes upon nearly ten years of existence, the evaluation team conducted a new evaluation approach by facilitating focus groups with these key community partners in addition to primary care providers, older adults (65+) with lived experience, and senior centers representing 25 rural and urban Oregon counties (n=54). Participants were asked about the top challenges in their communities and how the Initiative can better address their biggest needs when supporting older adults and people with physical disabilities living with behavioral health issues. Findings from these data identify recommendations to address systems-level barriers and opportunities to promote intra-agency collaboration and outreach to community partners and consumers.

Focused on the interpersonal aspects of internal evaluation in non-profit organisations, this book presents practice-based discussions centred on six key topics identified through the authors’ experience as evaluation practitioners. Internal Evaluation in Non-Profit Organisations: Practitioner Perspectives on Theory, Research, and Practice is not a step-by-step how-to guide; instead, each chapter unpacks an aspect of internal evaluation in non-profits that is paid insufficient heed in the existing literature. Written by and for internal evaluation practitioners, the book contains a plethora of practical strategies and critical analysis of thought-provoking topics that are of particular interest and importance to internal evaluators in non-profit settings. The authors understand the pressures facing practitioners and non-profit organisations and share their insights around improving evaluation’s ability to be efficient, embedded, useful, and meaningful. This book will be of interest to researchers, scholars, and students focusing on non-profit management and will hold specific value for internal evaluators who want to harness their unique and influential position to help organisations achieve their goals. Further, this book is ideal for individuals wanting to think critically about evaluation and improve evaluation utilisation by developing their professional capability, building teamwork skills, using informal everyday data, incorporating theory, and developing fruitful relationships with external evaluators.

In the 21th century, university is a knowledge factory for teachers and scholars to perform education and research, and a translation media of science to technology. Universities are emerged to transform that is directed by repositioning after evaluation. University policy makers are missioned to reposition their universities for the 21th century market. Foreseeing transformation from education/research to entrepreneurial due to market demand, policy makers are suggested to adopt Mintzberg's strategic planning principle for repositioning, CIPP and BSC models for internal evaluation, SWOT and Porter's 5 force analysis for internal and external evaluation to relocate the positions of universities. The indicators for self- and internal evaluation and repositioning may follow CUAA and Californian systems. A SMTIE model for university positioning is proposed. Using Taiwan as a local case study, it is suggested that public universities would to be merged to “multiversity” and private universities would transform to “entrepreneurial” or becoming “omniversity” according to the evaluation based on SMITE model.

The hypothesis is advanced that external evaluation of properties in the inductive formation of knowledge (IFK) method reflects, to greater extent, the degree of separation of object classes in the object domain and, to a lesser extent, the properties of the IFK method itself, while internal evaluation, in contrast, reflects the property of the IFK method and is related, to a lesser degree, to the separability of object classes in the object domain. The experimental confirmation of this hypothesis is presented.

Focussing on the Republic of Ireland, this chapter begins by providing some information about the context and noting current external and internal evaluation practices. The scene preceding the current state of play is explained, when a claim was made about the decline in quality of education provision in Ireland. The policy response to this claim was, in part, a series of decisions made centrally to expand external evaluation practices and to make internal evaluation obligatory. While analysis elsewhere has charted Ireland’s school evaluation reform historically (Coolahan and O’Donovan, 2009) or connected it to global patterns in education reform movements at the system level (Brown et al., 2016a), less attention has been paid to analysing how individual teachers make sense of the reform and, specifically, linking their sense-making processes to theories of professional agency. In this chapter vignettes constructed from interview data generated with three teachers are presented, offering rich accounts of teachers’ sense-making of external and internal evaluation. Interview data manifested as tangled tales in the process of generating the vignettes, whereby the teachers demonstrated professional agency in both resistance and compliance with new policies of evaluation in their practice. In the discussion that follows, themes recurring in the vignettes are raised, providing an insight into dilemmas of policy and practice in local contexts. Based on their sense-making, where teachers declare themselves or appear as either active subjects or passive objects through local school evaluation practices, implications for contemporary practices of evaluation are highlighted.

In order to strengthen the construction of teacher education system, we must increase the support for normal colleges and universities, and constantly improve the quality of teacher training. The evaluation of teaching practice is a key link in the process of teaching practice for normal school students, and it is also a necessary means to test the effect of students' practice. This study takes the evaluation of internship in teacher education for university students from the perspective of outcome orientation as the research object, aiming to explore the improvement strategies of internship evaluation. Starting from the concept framework of internship evaluation, the basic concepts and practical significance of evaluation are clarified. Specific improvement strategies are proposed for the main problems existing in the current internship evaluation, including the positioning of evaluation goals, the design of evaluation content, the normativeness of evaluation process, the handling and feedback of evaluation results, and the rationalization of evaluation scheme design. By adjusting goals, refining content design, establishing an evidence-oriented evaluation design approach, building an evaluation community, and increasing management and research efforts, the quality of internship evaluation can be improved.

Background and Purpose. International service learning (ISL) is an instructional method used by physical therapist educators to increase the global perspective of students. Research exploring student experiences with ISL is plentiful, but evaluation of service outcomes from the community partner perspective is lacking. The purposes of this work were to evaluate the impact of a long-term community partnership through: (1) identification of benefits, drawbacks, and suggestions for sustaining the partnership and (2) gathering feedback on the immediate and short-term perspective of training provided to orphanage staff. Method/Model Description and Evaluation. The model consisted of a curriculum-based ISL experience involving a US-based physical therapy program and a service site at an Ecuadorian orphanage. For the current work, an evaluation component was added to the model. Three complementary approaches: the SOFAR Model, Exchange theory, and the partnership qualities of closeness, equity, and integrity informed the evaluation. Data consisted of 6 interviews conducted and 17 surveys administered to Ecuadorian community partner staff/administration. Data were analyzed using qualitative thematic content analysis, descriptive statistics, and paired t tests. Outcomes. Partnership benefits included: iterative pre-trip communication, a respectful and mutually beneficial relationship, capacity building through education, and physical therapy that positively affected the children's quality of life. Drawbacks were the potential for host site dependency due to lack of local capacity, negative impact of new technology on staff workload, and poor treatment carryover. Continued training was identified as critical for building capacity within orphanage staff. Discussion and Conclusion. As more US student teams deliver clinical services abroad, intentional evaluation approaches must include the community partner voice to maximize benefits, minimize burdens, build capacity, and addresses issues of vital importance to the service site.

In this study, it was aimed to make a meta-evaluation of the study titled Evaluation of Measurement and Evaluation in Education Curriculum. For this purpose, it was revealed to what extent the study meets the Program Evaluation Standards determined by the Joint Committee on Standards for Educational Evaluation (JCSEE). Methodologically, meta-evaluation procedures were adopted in the research, and the Evaluation Accountability Standards determined by JCSEE were considered in the transactions carried out in this context. The Program Evaluation Standards Checklist developed by the researchers was used to control whether the meta-evaluated research met the required standards. For this purpose, controls were made by an internal and an external evaluator to reveal whether the study has the qualities of accurate planning, valid and reliable data collection, performing the necessary analyzes, and reporting which should be in an effective program evaluation research. According to the data obtained from internal and external evaluators, the meta-evaluated study largely (88.33%) meets the Program Evaluation Standards. In addition, according to both evaluators, Utility Standards were met by 88.9%, Feasibility Standards by 75%, and Accuracy Standards by 100%, while Propriety Standards are met at a rate of 87.5% according to the external evaluator and 75% according to the internal evaluator. Moreover, the experts are of the opinion that sufficient information was not provided in the research, especially about the concepts of cultural values, interests, contexts, and conflicts of interest. Based on the research findings, suggestions were made to conduct program evaluation and meta-evaluation studies more effectively.

Community-engaged research and evaluation strategies have not been widely discussed or documented, especially those focused on older adults and the communities in which they live. To address the needs of the gerontological research community, this symposium describes evaluation, measurement, and dissemination strategies commonly used in community-engaged research and evaluation through real world examples. Three presentations highlight diverse strategies to perform community-engaged research, conduct evaluations with community partner input, employ meaningful measurement practices, and share findings back with community partners involved in the work. The first presentation showcases multi-level evaluation of a unique community-based and intergeneration nutrition program in New York City. This program emphasizes the intersection of multisector partnerships, multiple methodologies, and a combination of participatory engagement, process evaluation, and outcomes assessments. The second presentation showcases a Patient Centered Outcomes Research Institute (PCORI) project to develop a comprehensive tool to measure engagement activities in community-engaged research and evaluation and how these activities impact research outcomes. The third presentation focuses on dissemination activities in community-engaged work, primarily working with a community-based advisory board to develop a communication and dissemination plan at the outset of a dementia care needs and assets assessment among African immigrant community members in Minnesota. Finally, the session concludes with a moderated discussion to provide a forum for participants and presenters to co-construct practice-based strategies to apply to their own community-engaged research and evaluation projects centering older adults and the communities in which they live. Participants are encouraged to engage in discussion to generate applications for future dissemination. Community-Engaged Research Interest Group Sponsored Symposium

Penelitian ini bertujuan untuk menganalisis strategi bisnis PT. Rempoa Indonesia Teknologi, sebuah perusahaan yang beroperasi di sektor pengadaan barang dan jasa elektrikal. Dalam konteks pasar yang kompetitif dan dinamis, studi ini mengimplementasikan metode analisis strengths, weaknesses, opportunities, threats (SWOT), Internal Factor Evaluation (IFE), External Factor Evaluation (EFE), dan Competitive Profile Matrix (CPM) untuk mengevaluasi posisi strategis perusahaan. Melalui analisis SWOT, kekuatan dan kelemahan internal perusahaan serta peluang dan ancaman eksternal diidentifikasi. Evaluasi Internal Factor Evaluation (IFE) menyoroti kekuatan internal seperti efisiensi operasional dan keahlian teknis, sementara kelemahan seperti ketergantungan pada pemasok tertentu dan kurangnya diversifikasi produk menjadi fokus perhatian. External Factor Evaluation (EFE) mengungkapkan peluang yang ada dalam ekspansi pasar dan kebijakan pemerintah yang mendukung, serta ancaman termasuk fluktuasi harga bahan baku dan persaingan harga. Competitive Profile Matrix (CPM) memberikan perspektif komparatif dengan pesaing utama, menunjukkan keunggulan PT. Rempoa Indonesia Teknologi dalam distribusi dan reputasi, namun juga menyoroti kebutuhan untuk peningkatan strategi pemasaran dan inovasi produk. Berdasarkan temuan ini, strategi bisnis yang direkomendasikan meliputi diversifikasi produk, peningkatan inovasi, efisiensi rantai pasokan, dan strategi pemasaran yang lebih agresif untuk mengamankan dan memperluas pangsa pasar. Penelitian ini memberikan wawasan penting bagi pemangku kepentingan dalam merumuskan strategi yang efektif untuk pertumbuhan dan keberlanjutan dalam industri elektrikal.

An alternative to preprogrammed rule-based Artificial Intelligence is a hierarchical network of cellular automata which acquire their knowledge through learning based on a series of trial-and-error interactions with an evaluating Environment, much as humans do. The input to the hierarchical network is provided by a set of sensors which perceive the external world. Based upon this perceived information and past experience (memory), the learning automata synthesize collections of trial responses. Periodically the automata estimate the effectiveness of these collections using either internal evaluations (unsupervised learning) or external evaluations from the Environment (supervised learning), modifying their memories accordingly. Known as Collective Learning Systems Theory, this paradigm has been applied to many sophisticated gaming problems, demonstrating robust learning and dynamic adaptivity.Based on a versatile architecture for massively parallel networks of processors for Collective Learning Systems, a Transputer-based parallel-processing image processing engine comprising 32 learning cells and 32 non-learning cells has been applied to a sophisticated image processing task: the scale-invariant and translation-invariant detection of anomalous features in otherwise “normal” images. In cooperation with Robert Bosch GmbH, this engine is currently being constructed and tested under the direction of the author at the Research Institute for Applied Knowledge Processing (FAW-Ulm) as Project ALIAS: Adaptive Learning Image Analysis System. Initial results indicate excellent detection, discrimination, and localization of anomalies.