Employer-Based Evaluations Of Occupational Education Programs

Rubrics are well-established tools used in a variety of educational settings, such as student assessment, teacher performance, and curriculum review. This study investigates the extent to which and how rubrics are being used in program evaluation. After exploring the background, or etymology, of the word rubric, a review of literature is conducted. Results reveal that rubric use in program evaluation is relatively rare, although increasing. Rubrics are predominately used in education and health program evaluation to transform data from one form to another, to characterize organizational functioning, and to derive explicitly evaluative conclusions. Program evaluators use rubrics during data collection and data analysis study phases, and to synthesizing findings into conclusions. This paper is the first systematic study of the use of rubrics in program evaluation. It presents a picture of how program evaluation practitioners and scholars are using or discussing rubrics.

Applicability of standards for evaluations of educational programs, projects and materials in an international setting

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Evaluation of educational programs is an activity that must be carried out in every educational institution, this is done so that every educational institution can improve and develop a predetermined planning process, especially in educational programs. In this study, we will discuss the evaluation of educational programs carried out at SMP IT Nurul Ilmi. The research methodology carried out in this study used descriptive qualitative research methods, namely describing the results of research findings in the form of observations and interviews. The results of the research process said that the evaluation of the education program carried out at SMP IT Nurul Ilmi went well because before carrying out the evaluation process for the education program at SMP IT Nurul Ilmi carried out a planning process with the principal and teachers so that in the process of implementing the evaluation of the education program running well. So in conclusion, the evaluation of educational programs conducted at SMP IT Nurul Ilmi runs according to predetermined procedures by carrying out the planning process and predetermined regulations.

This chapter describes two cases that have applied the proposed strategy: an evaluation of the Eisenhower Professional Development Program and a series of evaluations of Title I of Elementary and Secondary Education Act. It discusses implications for the future of large-scale evaluations of funding stream programs in education. Evaluations of large-scale federal education programs began in the mid 1960s. For example, the federal government has funded a number of evaluations of Title I. Evaluating the impact of funding stream education programs has posed difficult intellectual and methodological challenges. Growing numbers of researchers and policymakers have been calling for more experimental studies in education, which should eventually lead to a larger pool of evidence about the impact of educational interventions. Evaluators of large education funding streams may have to supplement the existing research base with studies of impact that look at how proven interventions are implemented in a broad array of real-world settings.

In 1980, a Joint Committee appointed by 12 organizations1 concerned with educational evaluation issued one of the most significant documents to date in the field of educational evaluation. It consisted of a set of 30 standards to be used both to guide the conduct of evaluation of educational programs, projects, and materials and also to judge the soundness of such evaluations. The document, entitled Standards for Evaluations of Educational Programs, Projects, and Materials, 2 was published in 1981 by the McGraw-Hill Company. The standards were the result of an extensive developmental process, which involved the work of about 200 people and required more than four years to complete. The committee’s work did not stop with the publication of the standards, and it presently works to promote sound use and conducts a process of ongoing review and development. This chapter briefly describes the development of the standards and the nature of the standards, and summarizes them for the reader.

Program evaluations are routinely conducted in most educational institutions. This article reports the use of focus groups in the evaluation of a program of school library education at the University of Alberta, Edmonton, Canada. The program evaluati

Objectives The purpose of this study is to develop an evaluation plan by applying the CIPP model to the KAS2022 and then explore the possibilities that emerge when applied to the actual evaluation of education programs. Methods To solve the first research question, we collected evaluation criteria by providing an overview of the CIPP model, analyzing previous research related to the evaluation of the Korean medicine college educational program, and analyzing previous research related to the evaluation of medicine college education program applying the CIPP model. To solve the second research question, a draft evaluation plan applying the CIPP model to KAS2022 was developed and reviewed by two professors of Korean medicine and one professor of medicine. Afterward, limitations were examined by comparing the final draft of the evaluation plan with the evaluation criteria presented in eight previous studies. To solve the third research question, the computerized system for curriculum evaluation developed by S University were compared with the evaluation plan developed in this study. Results In this study, even though it is not presented in KAS2022, intermediate and final inspections criteria were developed on the activities planned for the educational program, and evaluation standards were developed to ensure the effectiveness of the educational program evaluation rather than just formality. Meanwhile, as a result of analyzing the improvements in the computer program dedicated to S University's curriculum evaluation through comparison of evaluation plans. Conclusions Based on the research results, this study is a follow-up study: first, a case study to apply this evaluation plan to the evaluation of an Korean medicine college education program and explore implications, second, an IPA research of the evaluation plan developed in this study, third, proposed a study on technical problems that may arise when adding menus to supplement the computer program dedicated to curriculum evaluation.

Participatory evaluation involves a partnership between program evaluators and stakeholders. This paper provides tips for planning and conducting a participatory evaluation of a medical education program. The tips highlight the need to recognize the importance of judgment in participatory evaluation, assess the appropriateness of participatory evaluation for the setting, determine a predominant stream of participatory evaluation, and select stakeholders for participation carefully. The tips also suggest that one should initiate participation at the program planning stage, engage a participatory evaluator, develop an evaluation framework, associate participatory evaluation with more than just qualitative methods, and use technology to facilitate participation. Furthermore, the tips illuminate that while individuals can use participatory evaluation to build evaluation capacity, it is important that they use three dimensions (i.e. control of decision-making, stakeholder selection, depth of participation) for determining the level of “participatory-ness,” as well as publish and reflect on their use of participatory evaluation.

Background: Low back pain (LBP) is the primary cause of disability for individuals under 45 years of age, the second most common reason for physician visits, and the third most common diagnosis for surgery. Evidence supports the effectiveness of the Alexander technique (AT) for chronic LBP. Health promotion programs must be evaluated to determine their sustainability and validity. The purpose of this study was to evaluate the theory-based AT program for the management of LBP in teachers according to the Kirkpatrick evaluation model. Methods: This was a quasi-experimental study of female teachers with nonspecific LBP in southern Tehran in 2014. Group one AT training based on the integrative model (IM) of behavioral prediction contained 42 subjects and group 2 AT training alone contained 35 subjects. To evaluate the groups based on Kirkpatrick, a previously confirmed questionnaire was used for the reaction stage, and for the learning and behavior stage, a self-designed questionnaire was used that was confirmed for validity and reliability using content validity (CVR 0.94, CVI 0.90) and Cronbach’s α (0.83). Skill was assessed using a checklist objectively. The data from before the intervention, after, and 3 months later were assessed with an independent and one sample t-test, paired t-test, correlation, and univariate (GLM) assessment via SPSS 19. Results: Significant differences were not recorded between the two groups in terms of teaching methods (P = 0.36), class conditions (P = 0.49), and general assessment (P = 0.11). For teaching methods, the patients’ satisfaction as reported in all items in both groups was higher than 4 (P < 0.001). In both groups, significant differences were recorded in knowledge, skills, and behavior before and after the intervention, but the AT training based on IM group was higher than the AT training only group in behavior and skills (P < 0.001). Conclusions: Applying an educational framework such as IM to the design of AT lessons has positive effects on behavior and skills that can facilitate LBP management. Keywords: Program Evaluations; Low Back Pain; Teachers; Educational Model

Stakeholders in early childhood (EC) education have a responsibility to construct and implement programs and evaluation methods that are developmentally appropriate and culturally responsive. Currently, widely used paradigms for preschool and other EC program evaluations are predominantly quantitative and unable to provide stakeholders with a holistic picture of an early education program’s impact within the crucial context of a child’s and family’s lived experiences. This chapter provides an overview of lessons learned from a past mixed-methods evaluation for Elevate PreK (EPK) in Northern Arizona and how these lessons informed the shift to a primarily ethnographic evaluation approach exploring program meaning and impact. The authors first provide a summary of their past approach to evaluation to introduce the authors’ shift to ethnography. The authors then outline the development of evaluation strategies, established through orienting themselves toward a constructivist and interpretivist way of thinking where the authors saw program meaning and impact as something that can be constructed through deeper, more intentional interactions. Data were primarily collected using classroom observations of teachers, observations taken during child drop-off and pick-up hours and family–teacher conferences, feedback solicited from teachers on curricular use, and interviews with families about their experiences in the program. Preliminary analyses have uncovered and reinforced valuable findings regarding the positive impact that the program has had on children, families, and teachers. The insights gleaned from this evaluation indicate the great benefit of implementing ethnographic and other qualitative methodological approaches in evaluating EC programs to understand these programs’ direct and indirect impacts on their beneficiaries.

Designing Educational Project and Program Evaluations

Evaluations of educational grant programs have focused on research productivity, with few examining impacts on grantees or effective program characteristics. This evaluation examined the regional grant program sponsored by Group on Educational Affairs to examine if and how grantees' careers were affected by funding, and if these experiences aligned with program goals. In this concurrent, mixed-methods theory-driven evaluation, quantitative and qualitative data were analyzed independently and then integrated to examine complementarity. Quantitative data examined differences among 4 geographic regions and included proposal and grantee characteristics abstracted from administrative records of 52 funded proposals from 2010-2015 grant cycles. Qualitative data from 23 interviews conducted from 2018 to 2019 explored the impact on grantees, with Social Cognitive Career Theory (SCCT) serving as a framework for deductive thematic analysis. To facilitate integration of findings, quantitative data were layered onto each interview to permit exploration of associations between the 2 data types. Although significant regional differences existed in project length and amount of funding, there were few regional differences in grantee experiences. Despite small funding amounts, grants were perceived as career launching pads. The SCCT framework accounted for grantee experiences, including researcher identity formation and subsequent research, but did not capture collaboration phenomena. Integration of the 2 data types identified experience patterns unique to different groups of grantees (e.g., more or less research experience). The diversity among grantees suggests that clarification of program goals and stronger alignment with criteria for funding may be warranted. This evaluation illuminates why small educational grant programs may or may not impact interest and productivity in research. Implications exist for funders, including clarifying program goals and providing support for less experienced grantees. Future research should explore grantee subsets (e.g., underrepresented in medicine) to further identify what fosters or inhibits careers of medical education scholars.

Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools

This study aims to analyze South Korean news coverage from 2020 to 2025 to understand how the equestrian industry is portrayed in the media and identify key issues. To achieve this, Latent Dirichlet Allocation (LDA) topic modeling was employed to extract major themes from equestrian-related articles. The analysis categorized the news into six core topics: youth education and experience programs, domestic equestrian competitions and regional events, equestrian tourism and leisure industry, incidents in the equestrian and broader sports sectors, international sports events and global issues, and the horse racing industry and race culture. This study is meaningful in that it uses big data-based text analysis to empirically identify significant issues in the equestrian industry. Based on the findings, the study provides implications for sustainable growth and the popularization of equestrian sports. Further research should explore economic impacts, cross-national comparisons of competition operations, and evaluations of equestrian education programs.