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The methodology of evaluation
... Formative assessment is one of the best and powerful ways for the teachers to help the learners evaluate what they know and what they don't, what they can do and what they can't. The term "formative" was introduced by Scriven (1967) and was broadened by Bloom (1969). Teachers and researchers increasingly display an interest in formative assessment as it reflects and supports student learning (Bell & Cowie, 2001;Torrance & Pryor, 2001;Wiliam, 2011) [2]. ...
... They used these means to check whether students gained knowledge properly. Scriven (1967) wrote about the formative process which was the evaluation for the purpose of improvement. In scientific article in 1967 Michael Scriven explained the terms formative and summative as two distinct roles of evaluation could play in evaluating curriculum. ...
... In scientific article in 1967 Michael Scriven explained the terms formative and summative as two distinct roles of evaluation could play in evaluating curriculum. There is a lot of investigation relevant to the question of using formative assessment [15]. ...
The term “formative assessment” appeared in the second half of previous century has gained an increasing interest among educators, teachers as one of the most effective way to motivate the students’ learning. However until the present in practice formative assessment is used as a form of mini-summative assessment for monitoring the language learning progress which is wrong. Also, some misunderstanding in perception and usage of formative assessment in foreign language learning and teaching are observed in practice. Therefore, this paper focuses on theoretical study of how formative assessment can influence the student’s learning foreign language, the level of their self-evaluation from the point of theoretical findings. In order to answer to this question we have used the following research tools as literature review, content analysis, observation of practice.
... According to program evaluation theory, there are two major types of evaluation, which serve different goals (Scriven, 1967). The first is formative evaluation, which is designed to provide feedback and advice for improving a program (McDavid et al., 2006). ...
... There is a wide range of formative evaluations that can be undertaken. An intrinsic or theory based formative evaluation is a normative approach where abstractly formulated intermediate outcomes for programs are assessed against a body of knowledge to test their feasibility (Scriven, 1967). Alternatively, a pay-off or empirical approach uses program data to compare whether it is on due course to reach its stated objective (Scriven, 1967). ...
... An intrinsic or theory based formative evaluation is a normative approach where abstractly formulated intermediate outcomes for programs are assessed against a body of knowledge to test their feasibility (Scriven, 1967). Alternatively, a pay-off or empirical approach uses program data to compare whether it is on due course to reach its stated objective (Scriven, 1967). However, in practice, formative evaluations often use a hybrid approach where both elements of program theory and tangible realization of programs are assessed together in order to determine the viability of the program design. ...
Background: Bioeconomics combines methods from the biological study of living resources, particularly population dynamics, with methods of economic analysis. Most applications have been in program design for resource management. Although formative evaluations often deal with potential improvements to design based on examination of the program at some point in the early or middle period of its life, there has been little interplay between bioeconomic modelling and evaluation of programs in the context of fisheries management programs. Purpose: This paper describes the potential synergy between the analytic modelling techniques from bioeconomics and the formative evaluation of programs that support sustainable fisheries. Setting: NA Intervention: We focus on how feedback from qualitative formative evaluation methods could be used to improve the development and use of realistic bioeconomic models to inform program design, which would in turn improve formative evaluation. Research Design: NA Data Collection and Analysis: NA Findings: NA
... In contrast, Scriven (1967) conceptualized evaluation not merely as an outcome-based measurement activity but as a process with ethical, contextual, and value-laden dimensions. He defined evaluation as a value-based activity, emphasizing the importance of "evaluation as valuing." ...
... Overall, the findings of this study indicate that students' tendencies to evaluate the instructional process are sensitive to grade level and are influenced by developmental, pedagogical, and contextual factors. Considering Scriven's (1967) contextual evaluation approach and Stufflebeam's (2014) CIPP model, which emphasizes processbased evaluation, it becomes evident that instructional processes should be assessed not only on an individual basis but also within a developmental context. Particularly in the later years of middle school, students' evaluations of the instructional process appear to become more consistent, meaningful, and constructive. ...
This study aims to examine whether middle school students' evaluation scores regarding the instructional process significantly differ according to the variable of grade level. Within the scope of the research, student evaluations concerning the dimensions of teacher, content, materials, and learning environment were analyzed. The study was conducted using the relational survey model, and the study group consisted of 541 students enrolled in a public middle school in Turkey. The students were in 6th, 7th, and 8th grades. The Kruskal-Wallis H test was employed for data analysis. The findings revealed significant differences in the dimensions of teacher, content, learning environment, and overall score, while no significant difference was found in the material dimension. Notably, 8th-grade students tended to assign higher evaluation scores, whereas lower scores were observed in certain dimensions among 7th-grade students. The results indicate that students’ perceptions of the instructional process vary according to their developmental levels, in alignment with the constructivist learning approach.
... The form of evaluation used in this study is formative evaluation, which is monitoring and carried out periodically. Formative evaluation is a process or intervention assessment that aims to provide feedback on the design and implementation of a policy (Scriven, 1967). The results of the evaluation are used by policymakers to improve the effectiveness of implementation. ...
... The analysis method is elaborated with the Evidence Based Policy Making (EBPM) policy formulation framework. The data analysis process is based on formative evaluation research that aims to test the policy format and implementation by the community (Scriven, 1967). After field data collection, the next process was transcription followed by data classification by type. ...
Jogja Darurat Sampah represents the urgency of the waste problem due to obstacles in the waste downstream cycle to TPST Piyungan. Waste management policies are identified as ineffective with a reduction in waste transport below 8% until 2022. On 1 January 2023, the Yogyakarta City Government issued the Zero Inorganic Waste Policy as a strategic vision to reduce 15% of downstream waste by 2023. The research aims to evaluate the Zero Inorganic Waste Policy in reconstructing the waste management paradigm of Yogyakarta City. This research applies a case study method by adopting Formative Policy Evaluation. Before the Zero Inorganic Waste policy was issued, the community had a tendency of 'collect-transport-dispose' waste management behaviour. In the context of Evidence-Based Policy Making, this policy was formulated based on evidence of the escalation of waste problems in Yogyakarta City. In the dynamics of policy implementation, there has been a change in 'sort-reduce-reuse-recycle' behaviour in waste management. However, the challenges of misperceptions and community adaptation to the new policy simultaneously emerged. In the formative evaluation framework, the Zero Inorganic Waste policy was evaluated as effective. There was an average decrease in waste haulage of 24% or 56.42 tonnes/day in the first semester of 2023.
... The assessment practices gained the attention of researchers in the 20th century. Scriven (1967) highlighted the use of "formative and summative" assessment to distinguish between the roles of evaluation. ...
... Taken in this respect, assessment is meant to serve two primary purposes: the first one is informative, to improve instruction and is thus related to teaching pedagogy, and the second is summative, to quantify students' achievement (Scriven, 1967). The scope of assessment to classify, envisage, and sort has also broadened to advance the process of teaching and learning (Gordon, 2008). ...
Language assessment has been integral to language teaching for decades, and its importance has largely increased in recent years. As a result, research in applied linguistics has focused on developing more effective and efficient language assessment methods. This research aims to explore the relationship between English language teaching and classroom assessment, focusing on how language assessment can be used to improve language teaching and learning outcomes. The study was qualitative in nature; the data was collected through semi-structured interviews with English language university teachers and analysed through thematic analysis. The findings of the analysis showed that no assessment practice was inherently good or bad. The efficacy of any formative assessment technique was directly proportional to where, when, how and with whom to use it. The maximum benefit could be obtained only when the language assessment practices are situation-based and context-specified. There was nothing that can be called ‘tested, tried and perfect’ in all situations. Since applied linguistics and second language acquisition are expanding areas of research, the field is wide and open for future researchers to explore new dimensions of language assessment that facilitate language learning. The findings may be helpful, particularly for university administrations and policymakers who will gain insights into language assessment through this study and make improvements accordingly. Key Words: Applied linguistics, English language pedagogy, English language testing, Formative assessment practices, Teachers’ perceptions, Central Punjab, Pakistan References Al Musawi, A. S. (2011). Blended learning. Journal of Turkish Science Education, 8(2), 3–8. Alkharusi, H. (2011). Self-perceived assessment skills of pre-service and in-service teachers. Journal Pendidikan Malaysia, 36(2), 9–17. Aravinthan, V., & Aravinthan, T. (2010, January). 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... Effective heuristics function as a way of focusing attention on important aspects of the visualization and saving time by adding structure to evaluation (Tory and Möller 2005). In this work, we adopt Scriven's definition of formative evaluation (Scriven 1967). Fundamentally, formative evaluation means detecting deficiencies in an early to intermediate version of an application to improve its design. ...
... Carpendale described how heuristics can act as a checklist to remember during the formative stages of visualization development (Carpendale 2008). In contrast to formative evaluation, summative evaluation aims to assess or compare a post-deployment or a near deployment prototype (Scriven 1967). Summative evaluation is necessitated in contexts such as industry awards or student marking. ...
Narrative visualization integrates data visualization and narrative techniques to convey a compelling story. Narrative visualization is notoriously difficult to evaluate. One solution is heuristic evaluation, using a domain-specific set of heuristics. This paper validates a set of heuristics proposed specifically for evaluating narrative visualization. We conducted studies with experienced narrative visualization practitioners in both summative and formative settings. We found that the set of heuristics showed promise in a summative setting, where similar responses evidenced that the set of heuristics could provide reliable evaluation metrics. Furthermore, in a formative setting, implementing the set of heuristics was reported to be useful in the design process; however, due to their limited focus, we recommend that it be implemented in conjunction with other evaluation guidelines.
Graphical abstract
... Assessment lies at the core of the teaching and learning process-not only as a tool for measuring student progress but also as a means of providing instructional support. The conceptual distinction between formative and summative approaches has evolved over decades, beginning with Michael Scriven's (1967) introduction of the term formative evaluation in the context of teaching and curriculum development. Scriven described formative evaluation as the ongoing appraisal of educational programs, emphasizing continuous improvement rather than terminal judgment. ...
The introduction of technology in language teaching has significantly transformed assessment practices, particularly in the domain of formative assessment. This study examines the impact of technology-based assessment tools on the performance of English as a Foreign Language (EFL) learners. Situating its foundation in Kane’s system of argumentative validity, the research explores how technology can enhance formative assessment by providing immediate feedback, individualized support, and data-driven insights. Utilizing an experimental design, the study involved 150 EFL learners divided into control and experimental groups. The experimental group engaged with technology-enhanced formative assessment tools, while the control group followed traditional assessment methods. Quantitative analysis revealed a statistically significant improvement in the performance of learners exposed to the technological intervention. These findings demonstrate the potential of technology to foster more effective and dynamic formative assessment practices in EFL contexts. The study not only supports the validity of technology-integrated assessment through empirical evidence but also emphasizes its practical value in enhancing learner outcomes. The implications highlight the importance of integrating digital tools into language classrooms to meet contemporary pedagogical needs.
... Asimismo, se ha sabido rescatar las bondades de la evaluación a través de pruebas de desempeño, tales como las orales, de respuesta extendida (o desarrollo), la resolución de casos y la elaboración de proyectos, entre otros. También, y con menor éxito, se había explicado a través de publicaciones y talleres sobre la importancia de la evaluación formativa desde la clásica posición de Scriven (1967) y más recientemente, de Rosales (1990). Así, el modelo por competencias se enriqueció con estos aportes que consideran a la evaluación formativa como un proceso reflexivo, crítico y permanente orientado a conocer fortalezas e insuficiencias con la finalidad de llevar a todos los estudiantes a una zona de logro o dominio gracias a la retroalimentación constante (Rosales, 1990;Montes 2018a;Montes 2018b;Montes, 2018c;Palomino, 2016;Popham, 1983;Sala, 2020). ...
Within the framework of COVID-19, there was an abrupt transition from face-to-face to virtual mode in Peruvian universities. This would have triggered a series of challenges and tensions in pedagogical practices. Thus, this research analyses evaluative practices from the perspective of students (n = 194) at a university in Lima. A descriptive (quantitative) comparative and correlational (quantitative) study was chosen. The results suggest that the formative assessment of learning has experienced a clear decline, given the excessive use of tests that select answers and to the detriment of those that explore performance.
... A vital aspect of responsive teaching involves using evidence of student learning to inform instructional practices. The concept of formative assessment, introduced by scholars like Cronbach (1963) and Scriven (1967), underlines the importance of using assessment data to refine teaching strategies continuously. Teachers who integrate real-time feedback about student understanding into their lessons can adjust their teaching approaches to better meet the students' needs, either by accelerating the lesson pace or by providing additional clarifications to ensure comprehension. ...
The term rigor in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is grounded in five core components—Relationships, Instruction, Goals, Organization, and Relevance—each supported by observable indicators aimed at promoting deep thinking, academic risk-taking, and meaningful engagement. Following iterative rounds of expert feedback, the framework was refined and validated in three phases: (1) establishing face validity through crowdsourced expert critique, (2) analyzing internal consistency and construct validity via 84 classroom observations, and (3) examining concurrent validity through correlations with student reading growth data. Results indicate high internal consistency (Cronbach’s α ≥ .81) and moderate, statistically significant correlations between framework implementation and the percentage of students demonstrating one year or more of reading growth (r = .42–.68, p < .001). These findings suggest the RIGOR Walk framework is a reliable and valid tool for identifying and fostering rigorous, equitable, and high-impact instructional practices. Implications for broader content-area applications and longitudinal consistency of implementation are discussed.
... La evaluación del aprendizaje fue significada durante muchos años como una actividad aislada, que se usaba solo para comprobar el nivel de aprendizaje de los y las estudiantes al finalizar un ciclo de enseñanza (Wiliam, 2011). Michel Scriven (1967) destacó que el proceso seguido era importante y definió la evaluación formativa como un proceso orientado a mejorar la calidad de un programa educativo, diferenciándola de la evaluación sumativa, en cuanto esta tenía como propósito determinar la eficacia global de dicho programa. Posteriormente, Bloom et al. (1968) aplican la evaluación formativa a nivel escolar a través del modelo Mastery Learning y la comprenden como el uso sistemático de la evaluación en el proceso de la construcción del currículo, la enseñanza y el aprendizaje con el fin de mejorar cualquiera de estos tres procesos (Newton, 2007). ...
... La riflessione pedagogica e didattica degli ultimi decenni ha segnato decisamente l'evoluzione e il passaggio del paradigma dall'istruzione all'apprendimento (Frye et al, 2008;Robinson et al, 2017), sottolineando il valore della soggettività creativa e delle modalità di pensiero divergente, intendendo l'abilità come la possibilità di fornire molteplici risposte ad una stessa domanda. Nei contesti di scuola non incentrati sul cosa apprendere ma sui processi e sulle condizioni della costruzione dei saperi, la valutazione formativa (Scriven, 1967;Vertecchi, 1976;Hattie, 2016;Greenstein, 2016;Castoldi 2019;Ciani et al. 2020, Tomlinson, 2022Corsini, 2023) ha un ruolo significativo nella comprensione non solo di quello che gli studenti sanno in termini di esiti sommativi, ma altresì nella determinazione delle migliori condizioni per l'espressione delle intelligenze e talentuosità plurali, rispondendo inclusivamente ai bisogni personali e alle marginalità scolastiche, con la costruzione di narrazioni personali, autentiche e significative dell'apprendimento. Numerosi dispositivi normativi e regolativi ministeriali (cfr. ...
Formative assessment (assessment for learning) plays a significant role not only in understanding what students know (outcomes), but also in determining the best conditions for the expression of talents and, inclusively, in responding to personal needs in order to achieve authentic and meaningful narratives of learning, as well as a specific teaching form. Of extreme interest at school are the processes of educational assessment as functionally considered by the "Differentiated Instruction" (Tomlinson, 2022; d'Alonzo, 2016), which, within a rational epistemological framework, point out the conditions for the personalized construction of learning contexts and dimensions where the challenging equity - and not the marginalizing homogeneity of expected common levels - the attention to diversity and the respect for readiness and personal elaboration and re-elaboration profiles are to be pursued.
... The field of assessment has been working on these ideas for some time. The initial two terms were summative assessment and formative assessment (Scriven, 1967). These have been used in our field for a while, and now we've started to use these three terms: Assessment for Learning, Assessment of Learning, and Assessment as Learning. ...
Dr. Liying Cheng is Professor and Dean of the School of Education at the City University of Macau. Before taking up this role, she served as Professor and Director of the Assessment and Evaluation Group at the Faculty of Education, Queen’s University, Ontario, Canada. Dr. Cheng is internationally recognized for her research on washback illustrating the global impact of large-scale testing on instruction, the relationship between assessment and instruction, and research on how to align assessment practices with student success and language development. Keywords: evolving practices in assessment, alignment, feedback, grading, educational and cultural contexts, teacher development
... Postoje tri vrste evaluacije sudionika projekata građanske znanosti i rada mnoštva: inicijalna, formativna i sumativna evaluacija (Phillips i sur., 2014). Scriven (1967) je skovao pojam formativne evaluacije u kontekstu razvoja kurikuluma, dok su Bloom, Hastings i Madaus (1971) primijenili taj koncept na nastavu, definirajući ga kao sustavnu evaluaciju u procesu izgradnje kurikuluma, poučavanja i učenja s ciljem poboljšanja bilo kojeg od tih triju procesa. Ključna značajka formativne evaluacije jest korištenje podataka za prepoznavanje potreba učenika i planiranje nastave koja će bolje zadovoljiti te potrebe. ...
Cilj: cilj istraživanja bio je predstaviti rezultate formativne evaluacije sudionika projekta rada mnoštva HAWaton Metodologija: U prvom dijelu predstavljen je koncept rada mnoštva uz pregled literature i dosadašnjih istraživanja koja se odnose na projekte rada mnoštva u baštinskim institucijama. Drugi dio rada odnosi se na istraživanje temeljeno na evaluaciji projekta HAWaton. Projekt HAWaton proveden je tijekom 2024. godine u organizaciji Nacionalne i sveučilišne knjižnice u Zagrebu koja je surađivala s nekoliko narodnih i školskih knjižnica diljem Hrvatske. Projekt se temeljio na prikupljanu mrežnog sadržaja na određenu temu s ciljem izrade tematskih zbirki na Hrvatskome arhivu weba. U projektu je sudjelovalo 186 učenika srednjih škola nad kojima je provedena evaluacija kako bi se istražilo njihovo mišljenje o organizacijskim i provedbenim aspektima projekta te njihovim preprekama. Evaluacija je provedena na temelju prilagođenog predloška upitnika formativne evaluacije (Ivanjko, Zlodi i Horvat, 2024), a analizirana su 173 važeća upitnika. Rezultati: Prema rezultatima, sudionici projekta HAWaton uglavnom su izuzetno zadovoljni njegovim provedbenim i organizacijskim aspektima (72%). Kao glavnu prepreku projekta, sudionici su naveli nedostatak vremena (33 %), a ostale navedene prepreke su: nedostatak resursa ili alata (15 %), tehničke poteškoće u korištenju alata (13 %), te nedostatak motivacije (12 %). Valja napomenuti da je 14% ispitanika istaknulo da se ne susreće s preprekama. Pozitivni rezultati ove evaluacije mogu poslužiti kao poticaj drugim knjižnicama za organizaciju sličnih događanja temeljenih na radu mnoštva, ali i za provođenje evaluacija sudionika. Originalnost: Ovim se radom stavlja naglasak na evaluaciju sudionika u projektima rada mnoštva unutar baštinskih institucija. Takav pristup omogućuje dublje razumijevanje iskustava, potreba i povratnih informacija sudionika, što može poslužiti kao vrijedan alat za unaprjeđenje sličnih projekata. Ovaj rad otvara put knjižnicama i drugim baštinskim ustanovama da uvedu slične metodologije vrednovanja vlastitih projekata koje osiguravaju kvalitetnije i održivije rezultate.
... (p. 33) In contrast, during the late 1960s there were a handful of evaluation scholars such as Cronbach (1963), Scriven (1967), and Stake (1967) who started promoting evaluative inquiry beyond simple goal attainment. In their publications, they highlighted limitations associated with prespecified goals and objectives. ...
Background: Goal-free evaluation (GFE) is any evaluation in which the evaluator conducts the evaluation without knowledge of or reference to predetermined goals and objectives whereas the goal-based evaluator determines merit according to the evaluand’s goal achievement. Purpose: To examine a GFE in actual practice focusing on its operationalization as well as paying particular attention to the evaluation users’ perspective of its utility. Setting: The evaluand was a day long training of summer camp counselors on occupational therapy (OT) related skills such as feeding, dressing, and bathing. Intervention: GFE was the intervention however for comparison purposes an independent and simultaneous goal-based evaluation (GBE) also evaluated the evaluand. Research Design: Case study. Data Collection and Analysis: After the evaluation users read both the GBE and GFE reports, data collection consisted of a semantic differential questionnaires followed by a focus group. Additionally, the research team analyzed both GBE and GFE reports for relevant themes. Findings: The evaluation users reported a slightly more positive attitude toward the GFE report on the semantic differential yet many focus group respondents stated that they found the GBE report more useful or perceived no difference between the two. Evaluation users reported the benefits of GFE to include its potential for developing or aligning goals, expanding the pool of potential outcomes, and supplementing GBE strategies.
... Además de la metodología y/o modelo pedagógico empleado en la educación, uno de los procesos pedagógicos más complejos es la evaluación. Este complejo debate se estableció hace muchos años cuando Scriven (1967) señaló las diferencias entre la evaluación sumativa y formativa. Un poco más tarde, Bloom (1969) especificó claramente las diferencias entre una y otra. ...
La aplicación de diferentes metodologías en el contexto educativo siempre ha permitido generar por parte del docente distintas y enriquecedoras experiencias pedagógicas. En este sentido, se ha demostrado que metodologías activas de aprendizaje permiten promover en mayor medida en el alumnado, aspectos tales como la autonomía, responsabilidad, compañerismo, cooperación, tolerancia, respeto, etc. (Carbonero et al., 2023). En relación con estas metodologías, el aprendizaje cooperativo (AC) (Sánchez-Miguel et al., 2019) ha surgido en los últimos años, más si cabe, como un elemento protector y generador de buenas consecuencias en el aula (Bjørke & Mordal Moen, 2020). Estas consecuencias tienen aún más relevancia dentro de los ciclos formativos, donde el desarrollo de esas habilidades va a permitir tener un mayor éxito en su futuro y próximo inicio profesional. Así, el uso de metodologías activas como el aprendizaje cooperativo, unido al empleo diverso de tecnologías de la información y comunicación (TIC), asociado a la capacitación actual de todo el sector profesional, puede aumentar la formación de los futuros profesionales. Por todo ello, este capítulo de libro mostrará en profundidad una experiencia de éxito desarrollada en un centro educativo de la Comunidad Autónoma de Madrid, donde la aplicación de las metodologías activas y la evaluación se desarrollaron de manera exhaustiva, con la finalidad de generar profesionales más acordes al mundo laboral actual.
... Si bien el concepto de evaluación formativa surgió en los Estados Unidos en la década de 1960 a través del trabajo de Michael Scriven (1967) y en un inicio estuvo fuertemente ligado a la evaluación del currículo y no a la evaluación de los estudiantes, no fue sino años después que se desarrolló en ese otro contexto "como una reacción contra la visión dominante promovida por los Estados Unidos, considerada como sinónimo de medición y basada en la aplicación de pruebas estandarizadas" (Moreno Olivos y Ramírez Elías, 2022, p. 65). Este desplazamiento de significado se complementa con la definición propuesta por Black y William (1998), para quienes la evaluación formativa "abarca todas aquellas actividades realizadas por los profesores, y/o por sus estudiantes, que proporciona información que puede ser usada como retroalimentación para modificar las actividades de enseñanza y aprendizaje en las que ellos están comprometidos" (p. ...
In Colombia, as in many developing countries, assessment is part of the educational reforms that seek to achieve educational quality through the formulation of policies. These reforms have found in standardized and massified tests their most important representative, which is reflected in a generalized increase of studies based on transnational learning assessments (PISA, TIMSS, PIRLS, LLECE, etc.) that allow making comparisons and classifications in cognitive terms and, ultimately, short and long term educational policy orientations. Given the above context and following Williams and Cummings (2005), it is proposed to affirm that reform policies in the field of assessment should not be limited only to the orientations of international institutions and transnational measurements, but should also include the pedagogical proposals of different actors with the capacity to influence the agenda, among them teachers. The pedagogical practice of teachers, understood as agents that can influence the formulation and implementation of educational public policies, opens a path for reflection on how, through peace education projects, Colombian schools propose classroom evaluation alternatives for the social sciences.
... White, 1971) validated curriculum evaluation and recognized it as an element of curriculum development process. In a widely accepted definition of curriculum evaluation, Scriven (1967) indicates that evaluation is basically appraising the worth or merit of something. Fitzpatrick et al. (2004), however, state that evaluation is the act of assessing the value of something. ...
z Program değerlendirmesi, daha etkili programlar tasarlamak ve hâlihazırda var olanları iyileştirmek için önemli bir süreçtir. Program değerlendirme çalışmalarının bulguları sayesinde, araştırmacılar ve eğitim kurumlarının paydaşları, programın amacına hizmet edip etmediğini, öğretimin etkili olup olmadığını kontrol edebilir ve programın öğrencilere olan etkileri hakkında sonuçlar çıkarabilirler. Bu bulguların sonucunda, programın güçlü ve zayıf yönleri belirlenir. Bellon ve Handler'ın Program Değerlendirme Modeli, ele alınan eğitim programları için teorik bir çerçeve sağlayan bir modeldir. Model, değerlendirme için veri toplamak amacıyla çeşitli kaynakların kullanılmasını önerir ve öğrencileri eğitim programının merkezine yerleştirir. Ayrıca, model mevcut kaynakların ve öğrencilerin ihtiyaçlarının değerlendirilmesini tavsiye eder. Bu modeli diğer modellerden ayıran özellik, program geliştirme ve program değerlendirmeyi bir arada ele almasıdır. Bu nedenle, aslında diğer modellere kıyasla daha avantajlıdır. Ancak, avantajlarına rağmen, nadiren faydalanılan bir model olarak kalmıştır. Bu modelin sınırlı uygulanmasının olası nedenlerini anlamak amacıyla, mevcut çalışma, bu alandaki alan yazını inceleyerek, Bellon ve Handler'ın Değerlendirme Modeli'nin zaman içinde program değerlendirme çalışmalarında nasıl kullanıldığını sistematik bir şekilde raporlamaktadır. Bu nedenle, mevcut çalışma, modelin yayımlandığı yıldan itibaren Bellon ve Handler'ın Değerlendirme Modeli ile yapılan program değerlendirme çalışmalarını analiz eden bir alan yazıntaraması sunmaktadır. Bu çalışmalar, dört Yüksek Lisans tezi, dört Doktora tezi ve üç araştırma makalesinden oluşmaktadır. Alan yazın taraması sonucunda elde edilen bulgular incelendiğinde görüşmüştür ki bu modelin yardımıyla yapılan çalışmaların genellikle İngilizce öğretim programını ele almaktadır. Çalışmaların çoğunluğu Türkiye bağlamında yürütülmüştür. Bu çalışmalar hem öğrencilerden hem de öğretmenlerden alınan nicel ve nitel veriler kullanılarak yürütülmüştür. Çalışmaların çoğunluğu vaka çalışmalarıdır. Anketler, görüşmeler, sınıf gözlemleri ve sınav belgelerinin incelenmesi en yaygın kullanılan veri toplama yöntemleridir. Araştırmacılar tarafından toplanan nitel veriler, belge analizi yöntemiyle analiz edilirken, nicel veriler betimsel istatistikler elde edilerek analiz edilmiştir. Bu program değerlendirme çalışmalarının sunduğu bazı yaygın sorunlar etkileşimli öğretim materyallerinin eksikliği ve ders içeriği ile uyuşmayan verimsiz ölçme ve değerlendirme araçları olarak özetlenebilir. Model, program geliştirme ve program değerlendirmeyi bir arada ele aldığı için, bu teorik çerçeve içinde gerçekleştirilen tüm çalışmalar, programları iyileştirmek adına çözümler de sunmaktadır. Bu çözüm önerilerinden bazıları ders amaçlarının gözden geçirilmesi ve öğrencilerin ilgi alanlarına hitap eden ders materyallerinin okulun materyal birimi tarafından hazırlanmasıdır. Ayrıca, daha önce de belirtildiği gibi, bu araştırma, modelin diğer değerlendirme modellerine kıyasla nadiren kullanılmasının olası nedenlerini modelin ayırt edici özelliklerini açıklayarak incelemektedir. Model, değerlendirmeden çok geliştirmeyi önceliklendirmektedir. Bu da onu paydaşların bilgi ihtiyaçlarını karşılamayı hedefleyen, diğer program geliştirme modellerinden farklı kılmaktadır. Program değerlendirme çalışmaları çoğunlukla eğitim kurumlarını paydaşları tarafından talep edilmesi bu modelin kullanılma ihtimalini düşürmektedir. Bir diğer etken ise bu modelde yapılan çalışmaların sadece İngilizce öğretimine odaklanmış olması bu nedenle de diğer dersler için değerlendirme sürecini yürütmeye ışık tutacak çalışmalar olmamasıdır. Alan yazındaki bu eksiklik modelin yaygın kullanılmasını olumsuz etkilemektedir. Bu nedenle bu araştırmanın bulgularına dayanarak, bu modelin İngilizce dil öğretimi dışındaki çeşitli disiplinlerde daha fazla değerlendirilmesi önerilmektedir. Bu yaklaşım, modelin çeşitli çalışma alanlarındaki uygulanabilirliğini keşfetmeye olanak tanıyacak ve faydalılığını kapsamlı bir şekilde anlamayı sağlayacaktır. Ayrıca modelin başka disiplinlerde de kullanılması bu alanlardaki eğitim programlarının iyileştirilmesine de katkıda bulunacaktır. Son olarak modelin çoğunlukla Türkiye bağlamında kullanıldığı tespit edilmiştir. Bu nedenle modelin başka bağlamlardaki kullanımını ve bu kullanımını etkilerini görmek amacıyla başka bağlamlarda da kullanılması ve sonuçlarının bildirilmesi bu alandaki alan yazına katkıda bulunacaktır.
... White, 1971) validated curriculum evaluation and recognized it as an element of curriculum development process. In a widely accepted definition of curriculum evaluation, Scriven (1967) indicates that evaluation is basically appraising the worth or merit of something. Fitzpatrick et al. (2004), however, state that evaluation is the act of assessing the value of something. ...
Curriculum evaluation is a crucial process for designing more effective programs and for bettering the already existing ones. Thanks to the findings of the program evaluation studies, researchers and stakeholders of educational institutions can assess if the program serves its aims, whether the instruction is effective, and they can have conclusions drawn on the impacts of the program on the learners. As a result of these findings, the strengths and weaknesses of the program are determined. Bellon and Handler model of curriculum evaluation is a model which provides a theoretical framework for the evaluation of educational programs. The model proposes the use of a variety of sources to collect data for the evaluation and places the learners in the center of the curriculum. Besides, the model recommends the evaluation of the existing sources as well as the needs of the students. What makes this model distinctive from the other models is its involvement of program development as well as program evaluation. Thus, in fact, it has several advantages compared to the other models. However, despite its advantages, the model has been rarely utilized. To provide an understanding of the possible reasons for the limited application of this model, the present study explores the existing body of research and systematically reports the ways in which Bellon and Handler’s Evaluation Model has been employed in curriculum evaluation studies over time. Therefore, the present study presents an exploratory literature review analyzing the curriculum evaluation studies conducted with Bellon and Handler’s Evaluation Model since 1982, the year the model was published. These studies consisted of four master’s theses, four Ph.D. theses, and three research articles. The findings of the study indicate that studies conducted with the help of this model usually deal with English language teaching programs. They were mostly carried out in the context of Turkey. They make use of both quantitative and qualitative data from both students and teachers. The majority of the studies are case studies. Questionnaires, interviews, classroom observations, exam documents are the most employed data collection methods. The qualitative data collected by the researchers were analyzed via document analysis while the quantitative data were analyzed by obtaining descriptive statistics. Some common problems reported as a result of the evaluation were the lack of interactive teaching materials and inefficient assessment tools which do not align with the objectives of the class content. Since the model deals with program development as well as program evaluation, all the studies which were carried out within this theoretical framework offer solutions to improve the programs. Some of these solutions are revisiting the course materials and preparation of course materials appealing to the interests of the learner profiles. Additionally, as mentioned earlier, this research explores the potential factors contributing to the infrequent utilization of the model in comparison to other evaluation frameworks by elucidating its distinct characteristics. The model prioritizes enhancement over assessment, and this makes it diverge from other models aiming to fulfill stakeholders' informational requirements. Because program evaluation is frequently initiated by the stakeholders of educational institutions, the models prioritizing the informational needs of the stakeholders are preferred over this model which prioritizes improving the curricula. Another factor contributing the infrequent use of this model is the lack of guiding studies in the literature using this model to evaluate educational programs other than English language teaching. Based on the findings of this investigation, it is recommended to conduct further evaluations employing this model across diverse disciplines beyond English language teaching. This approach would facilitate an exploration of the model's applicability in various fields of study and yield a comprehensive understanding of its utility. Finally, the results of the study showed that the majority of the publications were sampled in the context of Turkey. For this reason, carrying out studies in a range of contexts can contribute to literature by shedding light into the use of the model in diverse contexts.
... Features of Feedback: We produced two underlying In brief, how formative assessment differs from features (content and timing) for effective feedback summative one can be explained with two issues: (a) level based on the related literature [18,[24][25][26][27][28][29][30][31][32]. The content of of 'elaborateness' [3,17] and (b) formative assessment feedback should: (a) demonstrate the difference between explicitly concentrates on using feedback [3]. ...
The present study intends to seek senior mathematics student teachers' views of 'feedback' concept and to determine how they give feedback when one examination paper is presented. A four-item survey was administered to 56 senior mathematics student teachers randomly drawn from Department of Elementary Mathematics Teacher Education, Fatih Faculty of Education in the city of Trabzon, TURKEY. Under the light of the results, it can be concluded that senior mathematics student teachers are able to effectively integrate the feedback routines in their future teaching to some extent.
... En los años iniciales, la evaluación se centraba predominantemente en medir resultados (Tyler, 1950;Scriven, 1967), una perspectiva que respondía a las necesidades de garantizar la eficacia de los programas educativos. Con el tiempo, este enfoque fue ampliándose hacia la recolección de información útil para la toma de decisiones, como lo plantean Cronbach (1963) y Stufflebeam & Shinkfield (1987), abriendo paso a una evaluación más descriptiva y orientada al análisis de mérito. ...
El curso se centra en abordar aspectos de la evaluación educativa en el subsistema de educación superior. Se desarrollan temáticas vinculadas a las teorías contemporáneas de los procesos de evaluación, la cual tiene un carácter integral y sistémico, por tanto se estudia la evaluación institucional, curricular y con mayor énfasis la evaluación de los procesos de enseñanza y aprendizaje. Desde esta perspectiva se cumplen necesidades que en la práctica enfrentan los docentes de la educación superior, en momentos determinados pueden asumir funciones como, docente de aula, jefe de departamento, director de centro universitario, entre otras.
Abarca el análisis de herramientas y estrategias prácticas para evaluar de manera efectiva el desarrollo de competencias en los estudiantes. Se enfocará en acciones de diseño de instrumentos de evaluación, que requerirán la identificación de competencias clave a evaluar, elaboración de rúbricas y matrices de evaluación, desarrollo de preguntas abiertas, tareas auténticas y proyectos para evaluar competencias. Considera la evaluación de competencias cognitivas, socioemocionales y habilidades interpersonales, competencias prácticas y profesionales y la integración de la tecnología en la evaluación de competencia a través de plataformas virtuales.
El curso se aborda con la metodología de taller concluyendo con un trabajo de curso, en el cual se aplica la investigación evaluativa; se propone evaluar la calidad de los procesos educativos, de acuerdo a indicadores internacionales, de tal forma que el maestrante pueda establecer parámetros contextualizados a su institución, con la finalidad que determinen la calidad y la innovación en los procesos evaluativos.
... By continuously monitoring progress, strengths, and areas that require improvement, evaluators can provide feedback to policymakers and educators, allowing for necessary adjustments and refinements (Patton, 2014). The incorporation of information technology into the evaluation process ensures that it adheres to scientific principles and methodologies, making data collection and analysis more efficient and accurate (Scriven, 2013). ...
Evaluation is one of the methods used to assess the success of a process in achieving its initial objectives. Evaluation through a guidance and counseling approach involves the collection of information (data) to determine effectiveness (implementation and achievement) based on three evaluation components: Understanding, Conform, and Action (UCA). This approach is applied in evaluating the Program Pendidikan Guru Penggerak (PPGP) in Banten Province by the Balai Guru Penggerak (BGP) Banten, using an evaluation mechanism that aligns with the principles of Guidance and Counseling (BK). The evaluation results serve as a benchmark for the success of the Guru Penggerak Program (PGP). The findings of this study indicate that the application of evaluation using the guidance and counseling approach in the implementation of the Guru Penggerak Program is more easily applicable. By utilizing the three evaluation components, the level of satisfaction regarding the program’s implementation and outcomes, the competencies acquired, as well as the planned actions and decision-making processes of Guru Penggerak participants, can be effectively identified.
... La evaluación deja de ser un instrumento punitivo para convertirse en una herramienta de aprendizaje. La evaluación formativa proporciona retroalimentación continua al estudiante, permitiéndole identificar sus fortalezas y áreas de mejora, y ajustar su proceso de aprendizaje (Scriven, 1967). ...
El objetivo del presente artículo fue reflexionar sobre la necesidad de un cambio de paradigma en la evaluación por competencia. Se sustentó en una investigación bibliográfica, la cual se concretó a partir de la utilización de métodos inductivo deductivo y analítico sintético, los cuales les permitieron a los autores obtener la información necesaria sobre la evaluación por competencias a partir de diferentes fuentes de información, reflexionar sobre los conceptos y posicionamientos y arribar a las conclusiones siguientes: La evaluación por competencias se consolida como un enfoque educativo que transforma la manera de enseñar, aprender y evaluar, centrándose en el desarrollo de habilidades, destrezas y actitudes para el éxito en el siglo XXI. Este enfoque promueve la formación integral del estudiante, considerándolo como un ser holístico, y fomenta su autonomía, responsabilidad y compromiso con el aprendizaje. La evaluación por competencias exige un cambio de roles, donde el docente se convierte en un facilitador del aprendizaje y el estudiante asume un rol activo en su proceso formativo. A pesar de sus beneficios, la implementación de la evaluación por competencias presenta desafíos como la resistencia al cambio, la necesidad de capacitación docente, la definición de criterios claros y el diseño de instrumentos de evaluación auténticos. La evaluación por competencias contribuye a una educación más relevante, pertinente y significativa, preparando a los estudiantes para afrontar los desafíos de la vida y el mundo laboral.
... La evaluación debe de constituir una oportunidad de aprendizaje y utilizarse no para adivinar o leccionar a quien posee ciertas competencias, sino para promoverlas en todos los estudiantes. Esta dimensión formativa formulada por Scriven (1967) ha sido abordada ampliamente en los últimos años por Hall y Burke (2003) y Kaftan et al (2006). ...
RESUMEN El presente ensayo propone una discusión sobre los aspectos básicos de la evaluación en el área de la educación, focalizándose en el área de la educación física chilena. Visualizando en el análisis de las propias practicas pedagógicas del área, la incompatibilidad durante el proceso de formación de un educando y las evaluaciones como función preponderante en el proceso de enseñanza aprendizaje. Por tanto se da relevancia a la identificación de criterios que determinen lo que se va a observar al interior de un proceso pedagógico, centrando a los procesos evaluativos como obtención de información valiosa para tomar decisiones que ayuden a mejorar ya sea la enseñanza o el aprendizaje de los estudiantes. El presente trabajo también tiene por objetivo abrir una discusión respecto de la evaluación desarrollada tradicionalmente y cómo ésta es incoherente a los principios pedagógicos actuales. ABSTRACT This paper proposes a discussion on the basics of evaluation in the area of education, focusing on the area of physical education in Chile. Viewing in the analysis of their own teaching practices in the area, the inconsistency in the process of forming a student and assessments as leading role in the teaching-learning process. Therefore relevance is given to the identification of criteria to determine actual levels, which determine what is to be observed within a pedagogical process, focusing on the evaluation processes and obtain valuable information to make decisions that help to improve either teaching or student learning. This paper also aims to open a discussion on the evaluation traditionally developed and how it is inconsistent with current pedagogical principles. KEYWORDS: evaluation; physical education; education. INTRODUCCIÓN Es muy común y se ha observado en las clases de educación física que los profesores desarrollan practicas pedagógicas motivadoras, innovadoras y creativas, pero que sin embargo, al momento de evaluar los aprendizajes desarrollados en clase, renuncian a esta creatividad e innovación, no considerando las diferencias individuales, no atendiendo a la diversidad del estudiantado, terminando muchas veces por desmotivar a aquellos estudiantes con capacidades diferentes. Como señala Santos (1996), la evaluación en los últimos años es uno de los temas más tratados en los ámbitos educativos. La evaluación en su forma de entenderla y practicarla, determinará en gran medida el alcance de los aprendizajes de los estudiantes. La concreción de los objetivos y metas de aprendizaje
... The purpose of the evaluation will establish the form that it takes and the degree to which accountability or program improvement is emphasized. Scriven (1967) identified two distinct types of evaluation, formative and summative. Formative evaluations are designed to facilitate program improvement, while summative evaluations provide a judgment on the worth of the program. ...
Background: Evaluation is a tool that can promote accountability and enhance organizational improvement. For these reasons funding entities from government to foundations are increasingly relying on program evaluation as a key instrument to determine effectiveness and hold recipient organizations accountable. What has ensued is an environment of increasing evaluation efforts, where findings often weigh heavily on future funding decisions. Purpose: The purpose of this article is to examine how the nature of the funder-fundee interorganizational relationship influences evaluation utilization by the fundee organization. Within this context, attention is paid to the role the evaluator plays in the evaluation process and the skills needed to promote utilization. Setting: A statewide multi-tier public/private initiative addressing early childhood education. Intervention: Not applicable. Research Design: A model is designed to test the influence of the nature of the funder-fundee interorganizational relationship on factors associated with utilization, and ultimately on use itself. Data Collection and Analysis: A survey was administered online and data analysis was conducted using principal components analysis (PCA) and structural equation modeling (SEM). Findings: The results suggest that the funder-fundee relationship plays a critical role in the evaluation process, and consequently influences utilization. However, the findings indicate that the relationship among the mediating factors is more complex than originally hypothesized.
... Estos términos son la evaluación formativa y la evaluación sumativa respectivamente. Scriven (1967) lleva a cabo una distinción conceptual de ambos términos. Expresa que cuando el proceso evaluativo se focaliza en desarrollar o mejorar cualquier proceso educativo es una evaluación formativa. ...
La evaluación y la calificación forman parte de la idiosincrasia del proceso de enseñanza y aprendizaje dentro de las aulas. Ambas confluyen en el día a día de los centros escolares y cobran especial relevancia en la función como docente. El objetivo del presente artículo es plasmar cómo se lleva a cabo el proceso de evaluación y de calificación dentro del desarrollo de la comunicación y la expresión oral dentro de una experiencia educativa en un aula de segundo curso de Educación Primaria de un centro educativo español de carácter público, así como la interrelación existente entre ambos procesos, analizando la influencia que ejercen sobre el proceso de enseñanza y el de aprendizaje. Para ello, este artículo se apoya en tres fuentes de información: la recogida de información de los distintos procesos evaluativos usados en el aula a lo largo del curso escolar y la revisión legislativa estatal y bibliográfica sobre la evaluación referente a los procesos que se dieron en el aula. Al finalizar el artículo se exponen una serie de conclusiones acerca de las implicaciones prácticas y limitaciones metodológicas halladas sobre el papel de la evaluación y el papel de la calificación dentro de la experiencia educativa descrita.
... Se promueve la reflexión crítica de estudiantes y docentes, y se estimula la toma de conciencia sobre las implicaciones sociales de lo que se aprende y evalúa . Scriven (1967) distingue la evaluación formativa (o de proceso) de la evaluación sumativa (o de producto). La primera se lleva a cabo durante el proceso de enseñanza-aprendizaje, con el Página | 27 fin de retroalimentar a los estudiantes y al docente para ajustar las estrategias pedagógicas y alcanzar los objetivos de manera progresiva. ...
Esta guía presenta un conjunto de estrategias de aprendizaje alineadas con el modelo pedagógico crítico social de la Universidad de la Amazonia. Con fundamentos teóricos sólidos y ejemplos prácticos, el documento está diseñado para empoderar a los docentes en la implementación de metodologías innovadoras como el Aprendizaje Basado en Problemas (ABP), el Estudio de Casos, el Aprendizaje Colaborativo y la Investigación-Acción, promoviendo la reflexión crítica, la participación activa y el desarrollo sostenible de la región. Metodologías Innovadoras para Fomentar el Pensamiento Crítico y la Transformación Educativa.
... Es una evaluación continua que acompaña el desarrollo del proceso, permitiendo detectar disfunciones y potenciar aspectos positivos antes de que el proceso concluya. Este enfoque es fundamental en educación, ya que permite prevenir efectos negativos irreversibles sobre el aprendizaje de los estudiantes (Scriven, 1967). ...
La administración educativa ha evolucionado de manera significativa en respuesta a los desafíos del siglo XXI, donde los entornos digitales y tecnológicos dominan las prácticas pedagógicas y de gestión. Desde las antiguas civilizaciones, el propósito de la educación ha sido la transmisión del conocimiento para el avance social; hoy, este objetivo se complementa con la necesidad de formar individuos competentes y adaptables en un contexto global y digital. En este trabajo, se inicia con una crítica al tema de la administración educativa en las instituciones de educación superior que, según el estado actual del arte, se enfocan básicamente en los procesos de planificación, dirección, organización, integración, coordinación, evaluación y ejecución de la gestión de la institución o de sus áreas. A través de ocho capítulos, se exploran aspectos clave, desde los fundamentos de la administración educativa hasta la gestión de calidad y la certificación. Este texto ofrece una guía práctica y metodológica para profesionales de la educación superior, con el fin de potenciar la efectividad de los centros educativos en el entorno tecnológico actual y futuro, fomentando así una educación superior innovadora, crítica y global.
... Según Jorge Steiman (2019) este es un pensamiento que se instaló hace siglos y que, con récord de permanencia, aún sigue vigente en las prácticas del presente. Recién en la década del 60 comenzaron a surgir los primeros cuestionamientos a este proceso cuasi sacralizado, por ejemplo, con los aportes sobre la propuesta de evaluación formativa (Scriven, 1967). ...
A lo largo de la historia, la evaluación en la universidad ha sido objeto de análisis y lenta actualización, motorizada por las discusiones que se dan en el seno de la sociedad en la que está inserta. Se han modificado tanto los contenidos evaluados en exámenes, así como los instrumentos con que se evalúa. A pesar de esto, la discusión sobre el perfil profesional que orientan las diferentes formas de evaluación ha quedado relegada. En este trabajo buscamos reflexionar sobre el impacto de las formas de evaluar en la carrera de Licenciatura en Biotecnología y Biología Molecular de la Facultad de Ciencias Exactas de la UNLP (Universidad Nacional de La Plata), sobre el perfil de sus egresadxs; los tipos de evaluación más usados y las habilidades prácticas y sociales requeridas para la labor científica, como principal orientación profesional de la carrera.
... Por un lado, se plantea que las evaluaciones deberían ser externas, de tal forma que quien evalúa tenga suficiente distancia del proceso evaluado para así garantizar su objetividad. Es el viejo precepto de que el evaluador es el único responsable de emitir un juicio de valor o una conclusión valorativa de los logros con base en la evidencia (Scriven, 1967). Esta perspectiva ha sido apropiada más por organizaciones estatales, agencias de cooperación internacional, así como empresas privadas. ...
En este texto se propone una reflexión sobre el complejo escenario de la evaluación de las estrategias, procesos y acciones de comunicación en ámbitos de comunicación para el desarrollo y el cambio social y en el empresarial y corporativo. El ejercicio se fundamenta en una amplia y rigurosa revisión de la literatura, así como en la experiencia de los autores en procesos de evaluación de este tipo de prácticas comunicativas. Se presenta un panorama de las cuestiones principales que han estado en la base de la evaluación en los dos ámbitos, encontrando que existen algunos puntos en común como el hecho de que si bien es cierto que se ha avanzado de manera considerable en la planeación de la comunicación, estos avances no se han visto reflejados de la misma manera en lo que hace referencia a la evaluación. Sin embargo, en las evaluaciones realizadas y publicadas se evidencia la preponderancia de los métodos cuantitativos y con un enfoque más técnico y administrativo tanto en el ámbito empresarial como en el de las organizaciones de la corporatividad del desarrollo. Por su parte, en las organizaciones sociales y medios comunitarios, donde aparecen grandes vacíos en su visibilidad, se privilegian evaluaciones con un énfasis más político con abordajes participativos.
Background
Considering the potential role of primary health care (PHC) in the response to COVID-19, a formative evaluation (FE) was carried out between December 2021 and February 2022 to understand its work process against COVID-19 in a high-vulnerability health district in Brazil, identifying the difficulties in carrying out tests and the best practices for the implementation of the intervention “Expansion of testing, quarantine, e-health and telemonitoring strategies to combat COVID-19 in Brazil” (TQT).
Methods
FEs are used to guide the implementation of health interventions. This FE was based on a situational diagnosis of the territories and PHC health units of the health district under study, with approximately 400,000 inhabitants, in which the TQT Project would later be implemented. A qualitative study was conducted based on 22 semistructured interviews and three focus groups (FGs) involving 19 PHC professionals. The interviews and FGs were analysed in terms of their thematic content.
Results
There was a lack of coordination in implementing actions; COVID-19 testing was concentrated in a few PHC units, generating work overload and weakness of other health programs in these units; the health units’ physical structure was inadequate, and human resources were insufficient; and no criteria were identified for defining the number of tests offered per day per unit.
Conclusions
The FE identified barriers to testing and supported the design of the TQT, including the adaptations needed to implement actions. The concentration of testing in a few units is an important barrier to access; it is suggested that testing actions should be deconcentrated in as many health units as possible.
In our technology-rich 21st Century, the need for valid, reliable, and fair literacy assessments remains pertinent to the field of education. This study defines literacy as advanced literacy where comprehension is considered a holistic product of applying acquired knowledge, skills, or abilities (KSA) to contextualized situations. Conventional assessment methods have traditionally parceled out the construct into its component parts (i.e., vocabulary, phonics, fluency, etc.) as a means of understanding the meaning making process from a traditional literacy perspective. Stealth assessments utilize the Evidence-Centered Design (ECD) framework as a robust method for assessing complex constructs holistically within technology rich environments. Adapting from Shute’s (2011) stealth assessment design, this study operationalized video game behaviors as psychometrically sound measures of comprehension skills by employing McCreery’s et al. (2019) Behavioral Assessment Matrix (BAM). The Behavioral Assessment Matrix for Comprehension (BAM-COMP) was developed to systematically code operationally defined game-play behaviors that could be linked to comprehension. Rounds of expert scrutiny identified eight observable game-play behaviors that demonstrated high inter-observer agreement and acceptable internal consistency, confirming reliability of the instrument. Convergent validity for the BAM-COMP was established through small positive correlations with the well-established external literacy assessment The Woodcock- Johnson IV Tests of Achievement: Reading Cluster (WJ-IV: ACH Reading Cluster). T-tests showed that were significant differences in scores between the two instruments, indicating that practical applications of KSA may be distinctly different than rote knowledge for test taking procedures.
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Concurrent validity was established through multiple regression analyses by regressing the WJ-IV: ACH Reading Cluster onto the BAM-COMP subscales. The results indicated that the BAM-COMP was a valid measure of comprehension by accounting for 11% of the variance in scores on the WJ-IV: ACH Reading Cluster. Additional regression analyses were conducted by regressing the WJ-IV: ACH subscales Passage Comprehension and Reading Recall onto the BAM-COMP subscales. Results showed that both BAM-COMP subscales were significant predictors of comprehension scores on the WJ-IV: ACH Passage Comprehension subscale and the Reading Cluster omnibus scale, further confirming concurrent validity of the BAM-COMP instrument. BAM-COMP was not a significant predictor of the WJ-IV: ACH Reading Recall subscale. Such results emphasize the importance of how participants may apply comprehension skills within context, and the impact such applications may have on advanced literacies and learning.
Fairness of the BAM-COMP was established through four separate two-way analysis of variance (ANOVA) examining gaming habits, gender, and reading habits. Results indicated a significant difference in scores on the BAM-COMP for participants with higher reported gaming habits than those with lower reported gaming habits. Pairwise comparisons showed that a distinct threshold of gaming every day may impact scores on the stealth assessment. These results emphasize the BAM-COMP’s potential to fairly and accurately assess comprehension as an experiential behavior regardless of prior reading knowledge or abilities. Taken in aggregate, the results of the study provide empirical evidence that the BAM- COMP can be considered a valid, reliable, and fair assessment of comprehension as a holistic construct. Further, the results offer valuable insight into the nature of comprehension skills as a contextualized experience, and the impact of how applying such skills situationally differs both inter and intra-individually. As such, this study underscores the need for psychometrically sound performance-based assessment models within the field of education.
The Oxford Handbook of Qualitative Research, second edition, presents a comprehensive retrospective and prospective review of the field of qualitative research. Original, accessible chapters written by interdisciplinary leaders in the field make this a critical reference work. Filled with robust examples from real-world research; ample discussion of the historical, theoretical, and methodological foundations of the field; and coverage of key issues including data collection, interpretation, representation, assessment, and teaching, this handbook aims to be a valuable text for students, professors, and researchers. This newly revised and expanded edition features up-to-date examples and topics, including seven new chapters on duoethnography, team research, writing ethnographically, creative approaches to writing, writing for performance, writing for the public, and teaching qualitative research.
The government has officially released new regulations which serve as guidelines for implementing income tax deductions Article 21 and/or Article 26. These guidelines are contained in Minister of Finance Regulation (PMK) Number 168 of 2023. PMK Number 168 of 2023 replaces PMK Number 252 of 2008 which as well as being a derivative of Government Regulation (PP) Number 58 of 2023. The latest calculation scheme with the Average Effective Rate (AER) is for income received as of January 1, 2024. This research is intended to evaluate the application of calculating WHT Article 21 using the Average Effective Rate (AER) in increasing individual taxpayer compliance at KPP Pratama Jakarta Mampang Prapatan, to evaluate the obstacles faced in implementing the calculation of WHT Article 21 using the Average Effective Rate (AER) and to evaluate efforts to overcome obstacles in implementing the calculation of Income Tax Article 21 using the Average Effective Rate (AER). This research uses a qualitative descriptive method by carrying out initial analysis by collecting data which is processed into simpler data. The techniques and data collection in this research are by means of interviews, observation, documentation and determining informants. The results of the research show that in the evaluation of the implementation of WHT Article 21 calculations using the Average Effective Rate (AER) in increasing individual taxpayer compliance at KPP Pratama Jakarta Mampang Prapatan, there was a 6.07% decrease in the WPOP compliance level between the period January to June 2023 and the period January to June 2024. The results of research on the obstacles faced in implementing the calculation of WHT Article 21 using the Average Effective Rate (AER) are that there is a new system as of January 1 2024, namely e-Bupot WHT 21 which needs adaptation. Meanwhile, the results of the latest research on efforts to overcome obstacles in implementing the calculation of Income Tax Article 21 using the Average Effective Rate (AER) are by carrying out massive outreach to all levels of society in various ways and through various media.
Instructional feedback plays a crucial role in influencing learning outcomes. However, providing feedback through traditional approaches presents significant challenges, often requiring considerable time and effort from teachers in K-12 schools. Computational linguistic tools, such as T-MITOCAR (Text-Model Inspection Trace of Concepts and Relations), can enable teachers to efficiently conduct knowledge assessments, create knowledge maps, and provide feedback. The knowledge maps created using T-MITOCAR act as knowledge artifacts to foster meaningful learning by supporting knowledge visualization, ushering opportunities for feedback, possibilities for comparison between knowledge structures, and learners’ engagement through teacher-student and peer interactions. It can also guide teachers’ instructional decisions and interventions. This chapter introduces a theoretical model that explains teachers’ utilization of technology-enabled knowledge artifacts to provide model-based feedback to promote learning. The model additionally posits the role of teachers’ ownership in instrumentalizing technological tools to harness pedagogical benefits.
La presente investigación se llevó a cabo en la Universidad Autónoma de Zacatecas de la Unidad Académica de Cultura, cuyo propósito es conocer e identificar la práctica de enseñanza de los docentes, teniendo como objetivo, el que los estudiantes logren una formación integral para fomentar el desarrollo de las competencias sociales, con una cultura óptima de una vida saludable. Se muestran resultados obtenidos del desempeño docente académico, efectividad académica y expectativas de los estudiantes, en base a la opinión de los docentes que imparten la materia acerca de su desempeño y a la opinión de los estudiantes. Arrojando como resultado, que es importante que el programa de cultura física se cumpla favorablemente, con la indagación de la información adquirida, mediante el método de encuesta aplicada, para la mejora de los planes y programas de estudio. Es evidente el buen desempeño de los docentes y su efectividad académica debido a la constante capacitación en su área, eso muestra a una mayoría de estudiantes satisfechos. El estudio fue probado y hace evidente que mediante el método estadístico univariable, de análisis de confiabilidad y estadística descriptiva, por medio de una muestra, encontrando que los docentes que imparten la materia, solo un 50 % tienen buen desempeño y el otro 50 % tienen disposición de recibir capacitación continua.
In the 1920s and 1930s, Paul R. Hanna and Harold O. Rugg developed new textbooks that integrated social studies curriculum bi the elementary grades for the first time. Each author' s curriculum; Hanna’s expanding environments framework and Rugg’s recurring concepts with a focus on contemporary issues has significantly impacted today’s elementary school social studies instruction, textbooks and standards. This study evaluates the Quality of the Hanna and Rugg curriculum materials based on an assessment of clear content goals in support of each author’s curriculum structure and categories that determine the strength of die concepts used to support the content goals. The study finds that each author meets his curriculum goal with instances of clear and vivid concept development. The authors’ inclusions in their curriculums of fundamental concepts that underlie the social sciences are elements within social studies education that continue to be emulated today.
Language proficiency assessment is the process by which an individual's ability to communicate effectively in a given language is delineated and measured. This chapter examines the different approaches and techniques used to assess language proficiency. It explores in depth the various tools available, such as standardized tests, oral and written assessments, as well as assessment methods based on emerging technologies. According to the chapter, it is essential to select the appropriate evaluation method according to the specific objectives and the context of use. We will also discuss the challenges associated with the assessment of language skills, particularly with respect to validity, reliability and fairness. Our chapter provides an overview of the various methods and best practices in the field of language skills assessment, while highlighting the paramount importance of implementing language skills assessment tools and methods that are appropriate to the objectives defined at the beginning of the training, effective and valid.
Penelitian ini mengevaluasi pelaksanaan audit insentif pajak dalam Program Pemulihan Ekonomi Nasional (PEN) yang dilakukan oleh Inspektorat Jenderal Kementerian Keuangan selama pandemi COVID-19. Studi ini menyoroti tingkat kesesuaian audit dengan standar yang berlaku serta mengidentifikasi ketidaksesuaian yang disebabkan oleh keterbatasan anggaran, sumber daya manusia (SDM), dan kondisi pandemi. Temuan menunjukkan bahwa pandemi memaksa perubahan signifikan dalam metode audit, dari audit konvensional ke monitoring dan evaluasi (Monev), dengan penyesuaian prosedur seperti penggunaan Risk Control Matrix (RCM) tanpa didukung oleh Program Kerja Audit (PKA). Analisis menggunakan teori institusional mengungkapkan bahwa tekanan koersif dari regulasi eksternal adalah pengaruh dominan dalam pelaksanaan audit, sementara tekanan normatif juga memainkan peran penting. Penelitian ini menyoroti perlunya peningkatan fleksibilitas prosedur audit, penguatan SDM, dan peningkatan komunikasi untuk meningkatkan efektivitas audit di masa depan. Keterbatasan penelitian ini mencakup proses perizinan yang panjang, akses data yang terbatas, dan fokus yang terbatas pada insentif pajak, yang bukan merupakan kegiatan rutin Itjen. Rekomendasi untuk penelitian selanjutnya mencakup penggunaan survei pendahuluan yang lebih relevan, peningkatan kerahasiaan data, tambahan anggaran, rekrutmen tenaga ahli eksternal, serta regulasi khusus untuk Monev dalam kondisi darurat.
Da un'esperienza di ricerca-azione di robotica educativa in contesti ad alta complessità, si discutono approcci, metodi, applicazioni e primi risultati di un intervento formativo-didattico che ha coinvolto docenti e studenti di due classi della secondaria di I grado della Scuola Audiofonetica di Brescia. Nella progettazione di un laboratorio STEAM sono state affrontate questioni legate alla formazione dei docenti, alla costruzione di scenari per l'introduzione di un robot sociale in contesti scolastici, alla progettazione didattica inclusiva nella prospettiva della differenziazione e alla valutazione formativa. Sono dunque state proposte agli studenti attività di coding orientate allo sviluppo della competenza digitale, del pensiero computazionale, del pensiero critico e del problem solving che hanno portato i docenti coinvolti a superare per la prima volta la prassi della valutazione sommativa per orientarsi verso strumenti integrati di autovalutazione, valutazione tra pari e valutazione esperta. I dati dei questionari somministrati agli studenti a inizio e fine anno scolastico, le interviste rivolte ai vari attori nelle diverse fasi del progetto, le osservazioni condotte sul campo durante le azioni formative e il compito finale ci portano a concludere che c'è possibilità di progettare attività di coding inclusive, diversificando proposte e linguaggi e incoraggiando forme di valutazione orientate al processo.
Based on research experience in educational robotics applied to highly complex scholastic contexts, we report approaches, methods, applications and first results of a training and teaching intervention that involved teachers and students of two classes of lower secondary school of the "Audiofonetica" of Brescia. As part of the design of a STEAM laboratory, we developed solutions concerning teacher training, the construction of scenarios for the introduction of a social robot in school contexts, inclusive educational design in the perspective of differentiation and formative assessment. Students were offered coding activities oriented towards the development of digital competence, computational thinking, critical thinking and problem solving. In consequence this has led the teachers involved to overcome for the first time the practice of summative assessment and instead to move towards integrated tools of self-, peer and expert assessment. The data from the questionnaires administered to the students at the beginning and end of the year, the interviews with various participants in the different phases of the project, the observations made during the training actions, and the final task, lead us to conclude that it is possible to design inclusive coding activities, diversifying proposals and languages and encouraging process-oriented forms of evaluation.
This is a study focused on the opinions of lecturer evaluations and research capacity implications for Private Universities in Bangkok, Thailand. The scope for this research were authoritive opinions from academics at professor level. A qualitative methodology was utilised using grounded theory to enable an understanding of the views and practices concerning lecturer performance and research capability. The targeted population of interest was made up of fourteen (14) professorial-level respondents, one from a single department, located across private universities in Bangkok. The research outcomes comprised of four 4 main-themes - Research Capacity; Performance Management; System Qualities; and Work Features; and the corresponding 13 sub-themes, with 294 discussion targets.Major outcomes from the research raises a range of issues associated with lecturer performance and research capacity building, where inadequate and biased lecturer performance mechanisms, which in turn, create pressures on lecturers to publish research, without funding or support processes. There would appear to be little university research commitment and orientation, leading to an impoverished research climate, with particular reliance on in-country publications, of ambiguous quality.
This chapter examines the theory and practices of E-AfL in L2 writing at primary schools. The chapter first traces the history and current conceptions of AfL, and then narrows the topic to focusing on the definitional issue regarding E-AfL. By reviewing the literature on L2 writing instructional approaches and technology incorporation into L2 writing instruction, this chapter summarises the pedagogical principles of E-AfL in primary EFL writing classrooms, which will guide teachers’ E-AfL implementation in real classrooms.
Formative assessment plays an important role in modern education. Formative assessment is an assessment that takes place throughout the learning process. Therefore, teachers have an important role to play in mastering appropriate approaches to formative assessment. According to previous research, some teachers are unable to understand the role of formative assessment in learning, which prevents them from using it effectively in the classroom. Because of this problem, many researchers have conducted studies related to the practice of formative assessment in schools. The article discusses the problem of formative assessment, which is becoming increasingly relevant in the world and Ukrainian pedagogical practice, in particular in the context of teaching geometry. Formative assessment, which was developed in the second half of the twentieth century, involves not only testing knowledge, but also providing constructive feedback aimed at adjusting the learning process. The article analyses the results of foreign studies that show the positive impact of formative assessment on students' academic performance, development of critical thinking, motivation and independence. The article emphasises the need to integrate this approach into mathematics teaching in Ukraine, taking into account foreign experience. Particular attention is paid to the psychological aspects of implementing assessment and the use of new technologies to improve learning. Formative assessment is seen as a tool that adapts to the individual needs of students, stimulates self-regulation, and promotes a deeper understanding of geometric concepts.
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