Humanistic Education through an Analysis of Evaluation Practices

Correspondence on “Ensuring best practice in genomics education and evaluation: Reporting item standards for education and its evaluation in genomics (RISE2 Genomics)” by Nisselle et al

Uspostavljanje modela filmske edukacije u srednjoj školi

The proposed paper will address itself to the changing relationship between educational theory and practice in response to the challenge of postmodernism. The formulation of universal theoretical framework to distinct universalia from accidentia both in physical and social world can be traced to the legacy of the Enlightenment. For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began with the need to understand modernization following the Enlightenment ideals for transforming society. Prediction and control of social development were called for the transformation of society. The rigorous scientific theory was thus required within the context of social modernization. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Chritian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by the educational positivists in 1960's to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. constitution of those things that flow upon(the body) and impinge upon it, as ancient Greek philosopher Democritus (Diels & Kranz, 1956, 68 Dem. B9) would say. The universality of knowledge claim and ahistorical epistemological foundation are refuted by postmodernists. An intensive awareness of the significance of language, discourse and socio-cultural locatedness has been arising in the making of any knowledge-claim. As J. -F. Lyotard (1984) properly observes, ”for the last forty years the «leading» sciences and technologies have had to do with language and scientific knowledge has been nothing but a kind of discourse in addition to, and in competition and conflict with another kind of knowledge-narrative knowledge”. Thus scientific knowledge has lost its monopolistic legitimation authority. If the reality is questioned and knowledge ligitimation is floating as a myriad of meaning changes, how can an avowed universally, or at least generally, valid educational theory be set up to regulate educational practice? Education is, as R. Usher and R. Edwards (1994: 24) correctly observe, ”very much the dutiful child of the Enlightenment and, as such, tends to uncritically accept a set of assumptions deriving from Enlightenment thought.” For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began, as Hollinger (1994: 3) observes, with the need to understand the social and cultural transformation, specifically of modernization, following the Enlightenment ideal of perfecting social development. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Christian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by educational posititivists in the 1960s to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomologocal theories based on western rational logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalianism in scientific discourse. Under the impacts of postmodern anti-foundationalism, epistemological pluralism and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self. This paper aderesses itself to this debatable issue facing the dialectical confrontation and synthesis of modernity and postmodernity. Educational Theory and Practice of the Enlightment Legacy Education was deemed as worthy vehicle by the Enlightenment philosophers to substantiate and realize the ideals of critical reason, humanistic individual freedom and benevolent progress of that time. Towards actualizing these ideals, the establishment of rational educational science was thought essential to investigate suitable educational methods (H. Blankertz, 1982: 28-29). 1. Kant (1804: 444), as an heir of the Enlightenment, proposed first: The mechanism of educational art must be transformed into a kind of The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomological theories based on western rationalistic logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalitarianism in scientific discourse. Under the impacts of postmodern incredulity to the totalizing metanarrtives pluralistic stance, and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self.

PurposeThis study investigated public school principals’ perceptions of the policies and practices involved in their evaluation. The processes, impacts and challenges of the principals’ evaluation practices were identified within the Kuwaiti context.Design/methodology/approachThe data for this qualitative study were drawn from semi-structured interviews with 32 Kuwaiti government high school principals.FindingsThese findings point to inefficient evaluation policies and practices that do not determine the level of effectiveness of school principals. In addition, the results identify limited awareness of the system of principals’ evaluations among school districts.Research limitations/implicationsThis study is limited to the perceptions of government school principals in Kuwait, and the results are based on semi-structured interviews with school principals.Practical implicationsThis study presents implications for policymakers and school principals to improve principals’ evaluation processes and impacts, especially in educationally centralized systems.Originality/valueThe novelty and significance of the present study reside in the scarcity of research undertaken on the evaluation of school principals despite the importance of their position. Furthermore, there is a tendency to prioritize the assessment of learners and teachers while disregarding the evaluation and methodologies used to evaluate school principals. Hence, the objective of this study is to address this gap, specifically within a centralized educational framework.

Partners in Recovery (PIR) was an Australian government initiative designed to provide support and service linkage for individuals with complex needs living with severe and persistent mental illness. This article reports the external evaluation process and approach that was undertaken of the Gold Coast Partners in Recovery initiative between September and December 2015 regarding the achievement of PIR outcomes. The evaluation of this consortia-based initiative was framed using principles of realistic evaluation and recovery-oriented practice. Numerous evaluations of similar initiatives have recently been undertaken, each adopting different approaches and methods in accordance with local needs and expectations. The incorporation of realistic evaluation with recovery-oriented principles in this mixed methods research design, however, offers a unique perspective. This can be used to inform future developments in evaluative practice particularly in the area of recovery-oriented services and/or partnership-focused, capacity-building initiatives.

This study aims to investigate the opinions of teachers working at public, private, and International Baccalaureate (IB) Schools on the evaluation practices, the use of assessment tools, the frequency of documenting data, and the feedback frequencies given to both students, and parents. A questionnaire has been used to collect data from 168 teachers. 84 of these teachers were from public schools, 30 from IB, and 54 from private schools.Percentages and frequencies were examined to describe the data, and the chi-square test was conducted for their distribution. There are two main conclusions derived. The first one is that state schools and private schools differ from IB schools in terms of exam-oriented preparation and evaluations when traditional methods are employed. The second one is that IB schools differ from state schools and private schools in terms of documenting the data and reporting of assessment for learning improvement and process-based evaluation. In terms of teachers` opinions, the ones from the IB schools believed there was a difference in terms of having an assessment policy, collaborative planning processes with partners, and experts, taking into consideration the individual differences, and having an inspection mechanism to monitor of the processes.

This research examines the measurement and evaluation practices in postgraduate education in the emergency distance education process that came with the Covid-19 pandemic. A case study design in line with qualitative research approaches has been used in the study. The study group consisted of 27 students enrolled in a postgraduate education institute and receiving education in different programs. It was found in the study that performance-based evaluations that are required to be delivered within a certain deadline are the most preferred evaluation approaches in postgraduate classes and that time limitations are implemented in each online exam. Reiteration, responsibility, cooperation, saving time, space independence, not experiencing exam anxiety, fast communication, and providing feedback were positive aspects of distance evaluation practices. While technical problems, content and evaluation incompatibility, difficulty in accessing e-resources, subjective grading, decrease in motivation, excessive assignments and task descriptions, cheating behavior, and digital literacy insufficiency were found as the negative aspects. The current study suggests that when performing the distance evaluation, students and teachers should have digital skills and adopt not result but the process and product-oriented evaluation approaches to keep up with this process.

The article aims to analyze the literacy evaluation practices in the first primary grade of the Bom Jesus and Clarimundo Carneiro School Groups, in Uberlândia/MG, in the period from 1955 to 1974. The evaluation of learning in modernity, according to Luckesi (2011), is a recent and distinct practice of the school exam, which historically dates back to the sixteenth and seventeenth centuries. Throughout the text, different concepts of evaluation are discussed, such as the positivist view that focuses on classification, contrasting with the dialectic that values learning as an inclusive process. The article revisits educational legislation in Minas Gerais and Brazil that influenced evaluation practices, starting with Decree-Law No. 8,529/1946, which established guidelines for primary education, and passing through Law 4024/1961, which defined guidelines and bases for education. The study points out that the evaluations were carried out mainly through monthly and final tests, reflecting a traditional approach to teaching. The evaluation practices in the two school groups reveal some similarities and differences. At the Clarimundo Carneiro School Group, the evaluations were made both through tests prepared by the literacy teachers and by external tests from the Department of Education, in addition to a reading exam carried out by the principal. In the Bom Jesus School Group, the principal and vice-principal were responsible for evaluations that included dictations, reading and problem solving, reflecting a collaborative work between the literacy teachers and the school managers.

ABSTRACTTheory: Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. Hypotheses: Increasing the number of available grades curtails “grade inflation.” Method: A national survey of all Clerkship Directors in Internal Medicine members was administered in 2011. The authors assessed key aspects of grading. Results: Response rate was 76%. Among clerkship directors (CDs), 61% of respondents agreed that grade inflation existed in the internal medicine clerkship at their school, and 43% believed that it helped students obtain better residency positions. With respect to grading practices, 79% of CDs define specific behaviors needed to achieve each grade, and 36% specify an ideal grade distribution. In addition, 44% have a trained core faculty responsible for evaluating students, 35% describe formal grading meetings, and 39% use the Reporter-Interpreter-Manager-Educator (RIME) scheme. Grading scales were described as follows: 4% utilize a pass/fail system, 13% a 3-tier (e.g., Honors/Pass/Fail), 45% 4-tier, 35% 5-tier, and 4% 6+-tier system. There was a trend to higher grades with more tiers available. Conclusions: Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

There is much more to evaluation than collecting, analyzing, and interpreting scientific data in order to compare the outcomes of vious treatments. For the past 40 years, method-related discussions in the field of program evaluation have evolved to include models and reflections on the complex and multiple roles associated with the practice of evaluation. In fact, for Shadish, Cook, & Leviton, (1991), the knowledge basis which pertains to the practice of evaluation must consider issues related to the evaluator’s roles as well as to the design of evaluation. Thus, evaluation practice requires both the methodological and technical competencies for systematic inquiry, in addition to a whole set of interpersonal and negotiation skills, identified by Brown (1995) as ranging from pedagogical to political. Conceiving evaluation as a practice, as we do in this collection of essays, is based upon the premise that evaluators are more than good and rigorous scientists, implementing empirical inquiry devices to study programs and interventions. While there is clearly more to the evaluator’s role than data-related activities, how do these two aspects of practice which are inherently part of program evaluation, come together and build knowledge of evaluation practice? To address this question, we propose revisiting the teleological, epistemological and ontological foundations upon which evaluation roles are defined. Consistent with the orientation of this book, we define evaluators’ roles vis-avis a program as framed by one’s evaluation practice. We suggest that evaluation practice does not however simply represent a repertoire of roles from which the evaluator may (more or less) arbitrarily choose from in order to define themselves and their evaluation activities (i.e. their methodological tool kit). In this chapter we argue that the evaluator’s role vis-a-vis programs stakeholders and the approach taken to identify, describe, and measure a program and its effects, form an evaluator’s practice, which is consistent and coherent across the contexts of their work. We will also argue that a practice, like a paradigm, constitutes an organized rationality (Crozier & Friedberg, 1977) common to groups of individuals that allow

We conducted a web-based survey to characterize liver transplant (LT) evaluation and listing practices for patients being evaluated for combined heart-liver transplantation (CHLT), with a specific emphasis on patients with congenital heart disease (CHD), around transplant centers in North America. Very few protocols for liver evaluation and listing in patients undergoing combined heart-liver transplantation are published, and no guidelines currently exist on this topic. A subject of intense debate in the transplant community is the decision of which patients with CHD and liver disease benefit from CHLT compared with heart transplantation. A focus group from the American Society of Transplantation Liver-Intestine Community of Practice Education Subcommittee developed a web-based survey that included questions (1) respondee demographic information; (2) LT evaluation practices in CHLT; (3) liver organ listing practices in CHLT, and (4) 4 clinical vignettes with case-based scenarios in CHLT liver listings among CHD patients who underwent Fontan palliation. The survey was distributed to medical and surgical LT program directors of 47 centers that had completed at least 1 CHLT up to July 2021 in the US and the University of Toronto, Canada. The survey had an excellent 83% response rate (87% for centers that completed at least 1 CHLT in the past 5y). Total 66.7% used transjugular liver biopsy with HVPG measurements, 30% used percutaneous liver biopsy with no consensus on the use of a fibrosis staging system, 95% mandated contrasted cross-sectional imaging, and 65% upper endoscopy. The following isolated findings evaluation mandated CHLT listing: isolated elevated HVPG (61.5%); the presence of portosystemic collaterals on imaging (67.5%); the endoscopic presence of esophageal or gastric varices (75%), and the presence of HCC (80%), whereas the majority of centers did not feel that the presence of isolated splenomegaly (100%), thrombocytopenia (81.6%), endoscopic findings of portal hypertensive gastropathy (66.7%), or highly sensitized patients (84.6%) justified CHLT. In our survey of North American centers that had performed at least 1 CHLT in the past 5 years, we observed heterogeneity in practices for both evaluation and listing protocols in these patients.

The purpose of this study is to describe and analyze Islamic religious education in public schools in terms of history. The research method used is a qualitative research method with library research (Library research). Source data (primary) in the form of journals and other reading sources relating to the history of Islamic Religious Education in public schools. Data management is entirely "qualitative" because the data encountered is a verbal statement. As for the method of analysis using "inductive" and comparative techniques. The results of this study indicate that Islamic religious education is a "guardian" in achieving national education goals and is also one of the determining factors for student graduation. The implementation of Islamic religious lessons from the colonial period to the reform order era has increasingly had the strength and support of the government in its application in public schools. The strength of Islamic religious education in public schools is further strengthened by the provisions in the law stipulated by the government. Therefore, the existence of religious education in schools will help educators and the government to achieve national education goals.

This paper summarizes the connotation and value of humanistic education. According to the characteristics of the ethicality and social ability of medicine and comparing to the international medical humanistic education standard, it analyzes the present situation and difficulties we are facing and puts for-ward some strategies and measures such as renewing humanity educational ideas, building two dimensional curriculum system of General and Professional Course, cultivating and strengthening teachers team with both professional ability and humanity equality and confirming principles of humanistic education. These measures can increase the connotation of humanistic education and extend its extension. They have great practical significance towards cultivating outstanding medical talents with high comprehensive quality and healthy personality. Key words: Humanity; Medical education; Cultivating

Compared with western countries,the medical education reform in China is still in its backward stage at present.To catch up with modern steps,we should change our old concepts and learn advanced experience from western countries to raise humanistic education' s status in this education reform by setting up and improving personnel training system of humanistic education,adjusting curriculum and improving the quality of students.We should learn from western countries for advanced experience,establish a new concept of medical education and implement Undergraduate Medical Education Standards by organizing high-level teams of teachers with professional medical skills and humanistic knowledge and adjusting curriculum. Key words: Chinese and western medical humanistic education; Medical students; Humanistic quality ; Comparative study

BackgroundSocial determinants of health (SDOH) curricular content in medical schools and physician assistant programs are increasing. However, there is little understanding of current practice in SDOH learner assessment and program evaluation, or what the best practices are.ObjectiveOur study aim was to describe the current landscape of assessment and evaluation at US medical schools and physician assistant programs as a first step in developing best practices in SDOH education.DesignWe conducted a national survey of SDOH educators from July to December 2020. The 55-item online survey covered learner assessment methods, program evaluation, faculty training, and barriers to effective assessment and evaluation. Results were analyzed using descriptive statistics.ParticipantsOne hundred six SDOH educators representing 26% of medical schools and 23% of PA programs in the USA completed the survey.Key ResultsMost programs reported using a variety of SDOH learner assessment methods. Faculty and self were the most common assessors of learners’ SDOH knowledge, attitudes, and skills. Common barriers to effective learner assessment were lack of agreement on “SDOH competency” and lack of faculty training in assessment. Programs reported using evaluation results to refine curricular content, identify the need for new content, and improve assessment strategies.ConclusionsWe identified a heterogeneity of SDOH assessment and evaluation practices among programs, as well as gaps and barriers in their educational practices. Specific guidance from accrediting bodies and professional organizations and agreement on SDOH competency as well as providing faculty with time, resources, and training will improve assessment and evaluation practice and ensure SDOH education is effective for students, patients, and communities.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-022-07498-1.