Development Of Evaluation Tool Research Articles

Implementasi Kurikulum 2013 Di SMA Kota Serang Menuju Sekolah Unggulan

An adequate and modern curriculum system is needed to support quality education. So that the learning process can form and develop students to be skilled and have good character education. This research was conducted because it has the aim of knowing comprehensively about the implementation of the 2013 curriculum at SMAN 1 Kota Serang. In implementing the 2013 curriculum, it is hoped that students will be more enthusiastic about learning so that the process carried out can run optimally. SMAN 1 Serang City Can become a superior school that can produce outstanding students who are ready to be competitive in the national or international arena. By applying the 2013 curriculum appropriately, it can build a conducive learning environment and can add to students' understanding when studying in class. The process of implementing a good and clear curriculum requires formulating goals, organizing learning experiences, organizing materials, needs, and developing evaluation tools. Thus, it will be easier to implement the curriculum at SMAN 1 Serang City to become a quality superior school to help students who will later enter college get good grades. Because if seen from the truth, the 2013 curriculum has a very significant role because it can help students learn to ask questions during learning related to the learning conveyed by the teacher, have objective reasoning power, make observations, and be able to present the results of their learning to the teacher by good for good results.

Model Desain Pembelajaran PPSI Pada Mata Pelajaran Pendidikan Agama Islam

The background of this research is to find out the steps of PAI teachers in the PAI learning design model at SD Negeri 22 Ujung Gurun, Padang City and to find out the strengths and weaknesses in the PAI learning design at SD Negeri 22 Ujung Gurun, Padang City. The method used in this research is qualitative method. The data sources are two informants through interviews, consisting of two Islamic religious education teachers at SD Negeri 22 Ujung Gurun, Padang City. The datas collection techniques are observation, interviews, and documentation. All interview results were then analyzed systematically through four steps of analysis activities, namely (data collection, data reduction, presentation and conclusion). Overall the results of the analysis show; (1) Regarding the steps of the PPSI learning design model at SD Negeri 22 Ujung Gurun, Padang City, there are five: (a) formulating learning objectives (b) Developing evaluation tools (c) Determining teaching and learning activities (d) Planning teaching and learning activities programs ( e) Execution. (2) regarding the excesses and defficiencies of the PPSI learning design model. The results of this study can be used as initial data for further research in examining different issues related to this problem and other issues that are relevant to this context.

Organizational Resilience Among Health Organizations in Israel

Introduction:Health Organizations (HOs) worldwide are vital to any nation’s capacity to withstand crises. The COVID-19 pandemic increased the HOs’ awareness of the importance of Organizational Resilience to ensure Operational Continuity during crises.This study aimed to identify the main elements affecting HOs’ resilience, to enable their application in long-term processes of capacity building.Method:A cross-sectional study examining the level of organizational resilience in HOs was performed, in a general hospital (group A) and one region of Emergency Medical Services–EMS (group B). A structured questionnaire, consisting of 29 items, was developed, validated, and subsequently used to assess organizational resilience. The questionnaire encompassed: ethos, organizational culture, leadership and human capital, situational awareness, adaptability, organizational performance, and learning ability.Results:The respondents included 225 participants from the hospital and 214 from the EMS. Both HOs presented a high level of organizational resilience (average score among hospital and EMS personnel was 3.79 versus 3.91 respectively).In a multivariate linear regression test, the factors found to predict the organizational resilience (in both organizations) were education (academic/non-academic), gender (male/female), and two age groups (20-30 & 31-40).These factors explained 11% of the organizational resilience. Other factors such as profession or seniority at work, were found to be non-significant.Conclusion:As the operational continuity of health organizations is vital during crises, the developed evaluation tool contributes to the capacity of managers and policymakers to continuously monitor the level of organizational resilience. In line with the factors identified as predictors of organizational resilience, health managers should focus on educational interventions to increase their organization’s resilience. It is recommended that follow-up studies be initiated to examine additional variables that may predict the level of organizational resilience.

Development of Core Competency Assessment Tools in Basic SW⋅AI Education

As a result of current trends, a level of SW⋅AI competency for digital innovation has become a necessity, not a choice, SW-AI competency has also developed as a purpose not only for training specialist personnel, but also for providing universal SW⋅AI basic education. However, to increase the effectiveness of universal SW⋅AI basic education, it is advisable that we systematically educate SW⋅AI basic education in stages. A university offers various elective courses related to SW⋅AI for all students. Schools have expanded the opportunities for students to participate in SW⋅AI basic education after they have completed the required elective courses. However, expanding the opportunities for SW⋅AI basic education does not automatically strengthen their skills. Therefore, educators are aiming to strengthen the learners’ problem-solving skills by developing evaluation tools for core competencies in SW⋅AI elective courses and by applying these skills in algorithm courses. A performance assessment tool was developed in SW⋅AI basic education to enhance the core competencies of higher-order thinking and for the utilization of information and technology. The tool was developed through the following stages: clarifying class goals, developing core challenges, developing evaluation criteria, developing and applying assessment tools, and analyzing the evaluation results. The tool was applied in an algorithm course for problem solving and helped learners understand what to focus on when performing challenges. It also provided them with guidance for learning to enhance their various competencies through feedback. Indeed, a survey of self-assessment by learners at the beginning and end of the semester showed that the necessary competencies for solving core challenges had improved. On the other hand, students who were not majoring in SW⋅AI basic education stated that having to program in order to solve problems and being responsible for programming in team projects was a burden for them. In this study, we found that if the learner’s ultimate competencies are concretely embodied as behavioral indicators and challenges are set based on this criterion, the learner can concentrate more on practical competency enhancement. However, in regards to the SW⋅AI basic education subject, we confirmed that there is a need for us to clarify the core challenges and evaluation criteria for evaluating core competencies. In the future, we will apply various core competency performance evaluation tools to various SW⋅AI basic education subjects to identify areas for improvement. Through this process, we will continuously improve the effectiveness of SW⋅AI basic education and systematically enhance competencies thereby.

PENGEMBANGAN ALAT EVALUASI MATERI PROGRAM LINIER DENGAN STRATEGI BLENDED LEARNING

This research is motivated by the existence of online and offline learning during New Normal. One of the learning strategies that approach this situation is the strategy Blended Learning. The implementation of this strategy requires learning tools, one of which is an evaluation tool that can be used with the strategy Blended Learning. The purpose of this study was to determine the validity and practicality of the linear programming material evaluation tool with Blended Learning strategy developed. The type of research used in this study is Research and Development (RD) with method of research Borg and Gall modified by Sugiyono. This research was only carried out until the seventh stage of ten stages proposed by Sugiyono. The validation stage involves three validators involved to test the assessment instruments and evaluation media that have been developed. Based on the results of validation, the assessment instrument and evaluation media developed were very good . The trial was conducted on six students in one of the high schools in Garut district. Students show a good response to the developed evaluation tool, so that the practicality of the evaluation tool developed is in the practical category, can be used, and doesn’t need revision.

장애인 평생교육기관의 프로그램 평가 현황 및 개선 요구 분석

In order to find out the evaluation status and improvement needs of lifelong education programs for persons with disabilities in lifelong education institutions for persons with disabilities in Korea, this study conducted a survey targeting officials of lifelong education institutions for persons with disabilities in Korea, who operated lifelong education programs for them in the institutions and analyzed the experiences and needs of the officials regarding the program evaluation. A total of 142 people, involved in lifelong educational institutions for persons with disabilities, participated in this study, and it consisted of 53 people working in lifelong education institutions and 89 people working in welfare institutions for persons with disabilities. The main findings of the survey conducted on them are as follows. First, the officials of lifelong education institutions for persons with disabilities conducted program evaluation mainly for the purpose of finding out the satisfaction level of learners. Accordingly, the program satisfaction evaluation method was used the most, and the respondents responded that the program evaluation was performed using an in-house developed evaluation tool at the affiliated institution and used as data for internal reporting of the institution. Secondly, the officials of lifelong education institutions for persons with disabilities recognized that the lack of evaluation-related capacity of the institutions was the most urgent need for improvement, and demanded the development of standardized evaluation tools. In addition, based on the above research results, the development of standardized evaluation tools on lifelong education program for persons with disabilities, the operation of training for education officials to strengthen their professionalism, and the establishment of a system for sharing program evaluation results were discussed regarding the development of lifelong education program evaluation for persons with disabilities.

Examining capabilities, opportunities, and motivations for healthy eating behaviors in Latin American restaurants: a quantitative application of the COM-B model to inform future interventions

BackgroundEating foods away from home has been associated with poor diet quality and adverse health outcomes. Research is needed to examine barriers and facilitators to making healthier eating choices in restaurant settings. We operationalized the Capability, Opportunity, and Motivation for Behavior Model (COM-B Model) to conduct a behavioral diagnosis for healthy eating behaviors at Latin American restaurants (LARs), an understudied yet increasingly important food environment with the potential to positively influence diets.MethodsWe conducted an online survey with adults in the United States that reported eating food from LARs at least once a month (n = 509) recruited via an online market research panel to examine capabilities – physical (e.g., skills) and psychological (e.g., knowledge), opportunities – social (e.g., norms) and physical (e.g., environmental), and motivations – reflective (e.g., self-conscious intentions) and automatic (e.g., emotions) associated with healthier choices at LARs. In a survey focused on LAR-associated behaviors, each COM-B domain was scored between 1–5, with scores ≥ 4 denoted as having high capability, opportunity, and motivation to eat healthfully at LARs (potential range of total score = 6–35). Regression analysis was used to examine the association between COM-B scores (total and by domain) and select demographic characteristics (age, gender, race, Latin heritage, income, education, marital status, and Latin majority state of residency).ResultsMore than half of the participants (57.1%) were classified as having high physical capability, followed by psychological capability (43.9%) in the LAR environment. The proportions of participants with either high motivation or high opportunity were low, ranging from 37.3% (reflective motivation) to physical opportunity (15.6%). The overall mean COM-B total score was 19.8 ± 3.0. Higher total COM-B scores were associated with younger age, self-identifying as white, having Latin heritage, and having higher income (p < 0.05).ConclusionsThis study expands the application of the COM-B framework using quantitative inquiry to evaluate levels of capability, motivation, and opportunity for healthy eating in LAR settings and initial demographic associations with determinants for healthy eating in these settings. This work can aid in tailoring interventions and developing evaluation tools for LAR-related healthy eating interventions.

Equity Strategies in the Design of Student Competency Assessment

Introduction. The article presents the current situation of the problem under consideration in the works of Russian and foreign authors. The diffi of assessing competencies as complex, deeply latent and interdisciplinary in nature learning outcomes are considered. The study is relevant due to the need to ensure the reliability of estimates. Its novelty lies in the presentation of an algorithm for the development of competence assessment based on the modelling of the construct and conditions for the manifestation of competencies in the process of students’ activities when performing a complex task.Purpose. A systematic presentation of modern approaches to the authentic assessment of competencies based on the theory and practice of pedagogical measurements and experience in designing and using tools based on models of evidencebased argumentation that ensure the fairness of the evaluation process and the authenticity of the evaluation results.Materials and Methods. As theoretical methods, work with sources, collection, generalization, structuring and analysis of information on existing approaches to assessing the students’ competencies in Russia and abroad were used. In the practical part, the experience of organizing and conducting various forms of evaluation of learning outcomes in the context of competence-based learning of students was used.Results. Modern approaches and mechanisms for designing evaluation tools based on models of reasoned proof of evaluation results based on the theory and practice of pedagogical measurements are proposed. Extended pattern designs have been created for teachers, and developers of assessment tools and procedures, ensuring the authenticity of the results through the analysis and interpretation of data, considering contextual information about the activities of the subjects in the assessment situation.Discussion and Conclusion. The interrelation of the problems of competence assessment with their complexity and interdisciplinarity is analyzed, and an appeal to the models of S. Tulmin and R. Mislevi is proposed in the process of developing evaluation tools. The trends in control development and evaluation activities for the measurement of training quality are shown.

DEVELOPMENT OF LOCAL CULTURE-BASED STEAM LEARNING EVALUATION TOOL IN LABUAN, PANDEGLANG-BANTEN

Community Service Activities (PkM) carried out in Labuan Regency aim to improve the ability of elementary schools to develop STEAM learning evaluation tools based on local culture. The main target audience of this training activity is elementary school teachers in the Labuan Banten sub-district. Based on the identification of the problem, it is known that elementary school teachers in Labuhan lack training in the development of evaluation tools, especially in STEAM learning. As a teacher, the ability to develop evaluation tools is needed to see student development. The target to be achieved in the implementation of this PKM is to increase the knowledge and skills of elementary school teachers in developing STEAM learning evaluation tools based on local culture. The method of implementing this community service activity is to use a training method that is packaged into two activities, namely seminars and workshops. The training activity began with a one-day seminar with an offline method to provide material on the scope of local culture-based STEAM learning evaluation tools, furthermore, the teachers trained themselves to develop evaluation tools with assistance from the PKM Team through online methods. The output of this service activity is a local culture-based STEAM learning evaluation tool developed by teachers and scientific publications. The results of this PkM are 3 packages of evaluation tools.

Innovative DNP Evaluation Tools

Background: Innovative strategies are crucial for addressing essential faculty knowledge for teaching and advising Doctor of Nursing Practice (DNP) students, especially during the phase of time-sensitive scholarly projects. Challenges of diverse educational and experiential background of faculty may contribute to inconsistent student advisement and learning. Lack of clear expectations creates barriers to student learning. Methods: Published reports and faculty input were used to develop evaluation tools utilized in DNP project courses. The tools allowed for clear expectations of faculty instruction and advising, student work, and fostered student growth. Results: Rubrics developed for DNP project courses facilitated diverse student learning needs. Evaluation tools, informed by national guidelines, were developed to guide DNP faculty and student success, resulting in consistent evaluation of student scholarly work and attainment of the DNP Essentials Conclusions: Student evaluation tools that reflected the national guidelines facilitated student learning and assisted faculty instruction and advising. These rubrics have positioned our college for the transition to competency-based doctoral education. Implications for Nursing: The tools shared in this article could be adapted to fit other DNP programs aligning critical elements of students' attainment of knowledge, skills, and abilities of the DNP degree in the move toward competency-based education in the newly revised Essentials (2021).

ФОРМИРОВАНИЕ СИСТЕМЫ ОЦЕНКИ ГОТОВНОСТИ НЕФТЕГАЗОВОГО БИЗНЕСА К ESG-ТРАНСФОРМАЦИИ

An urgent issue for the oil and gas industry today is following global trends and principles of environmental friendliness, social orientation and effective management. The approaching new energy transition leaves no choice for large companies to follow current and promising trends to maintain their positions in the future. The need to meet all the proposed social and new economic requirements forces the company to change and transform the existing business model. The purpose of the study, the results of which are presented in the article, is to develop evaluation tools that allow determining the degree of readiness of an oil and gas business company for ESG transformation and to identify exactly what changes are needed, as well as in what way and with what actions they can be achieved. Based on the analysis of current trends and public requests put forward to the oil and gas industry, the priorities of the company's ESG transformation are determined: transformation of production, transformation of the organizational environment, transformation of intra-industry market relations. Their achievement is determined by the company's capabilities, which characterize the financial condition, production infrastructure, corporate governance, organizational environment and intraindustry condition. The composition of indicators characterizing each of these areas was determined taking into account the ESG agenda, as well as the availability of information and the sufficiency of indicators for evaluation. To assess the degree of readiness of the company, it is justified to use an integral convolution of indicators, and to scale the results obtained to obtain not only quantitative estimates, but also verbal characteristics of the company. The theoretical value and novelty of the work is determined by the proposed approach to assessing the readiness of oil and gas companies to transform according to the current ESG trend, taking into account the industry specifics of the companies' activities, differing in the system of evaluation indicators and allowing to determine the key areas of development depending on the current state. The proposed approach was tested on the data of the largest oil and gas companies. The results obtained made it possible to determine the possibilities of practical application of the proposed approach for conducting diagnostic procedures in determining the directions of ESG business transformation, as well as to specify the directions of further research in the subject area under consideration.

تطوير أدوات تقويم تعليم اللّغة العربيّة على أساس التّكنولوجيا

The researcher was interested in developing evaluation tools based on technology. The objectives of the research are: Developing assessment tools for learning Arabic based on technological developments. The type of research used in this research is research and development. The product developed in this study is assessment tools for learning Arabic based on technological developments. The development procedure consists of five steps, namely: 1) analysis,2) the design , 3) Development ,4) implementation, 5) Calendar. The data collection tool used was a semi-closed questionnaire. Data processing is done after obtaining data from the results of the experiment. The data is then analyzed using the percentage formula. The results of the data analysis showed that the percentage of candidate individual user experiences was88.33% and small group users90.25٪ and field experiments91.41%

Socialization of Provision of Internship II for English Students at the University of Prof. Dr. Hazairin SH

This socialization aims to provide provision for English students who will take part in the second internship program at school. The socialization and debriefing will be held on Monday 17 October 2022 in the C4 learning building at 08.00-14.00 WIB. The participants for apprentice II were all semester V students. Implementation of socialization and debriefing of apprentice II program for English students at Prof. Dr. Hazairin SH through the lecture method. Internship Program IIaims to strengthen educational academic competence and linkageswith academic competence in the field of study as well as determining the initial abilities of prospective teachers in developing learning tools through: reviewing the curriculum and learning tools used by teachers, reviewing learning strategies, reviewing evaluation systems, compiling and developing Learning Implementation Plans (RPP), developing learning media, developing teaching materials in accordance with the lesson plans; and development of evaluation tools in accordance with the objectives. Implementation of socialization and debriefing of apprentice program II for English students at the University of Prof. Dr. Hazairin SH makes students able to design learning tools, namely studying the curriculum, designing syllabus, and designing learning plans as well as being able to know the school environment carefully.

Development and Validation of OBE-based Syllabus Evaluation Tool

This study describes the development and validation of an evaluation tool to measure the quality of OBE-based syllabi and its compliance to flexible learning. This tool made used a two-stage approach. In the development stage, the items were carefully generated based on the answers from the experts. The tool was then scrutinized and examined by validators to review the items including its content and language used. Thus, a 17-item evaluation tool was developed. In the validation stage, the tool was pilot tested on 49 respondents and found to have a good level of reliability. The results of the construct validity using EFA with 288 respondents from the HEIs faculties in the region showed that the scale has two factors. The performance criteria were composed of ten (10) items while there were seven (7) items in the teaching-learning process component. The findings concluded that interplay between performance criteria and teaching-learning process indicators can be used to ensure the quality of the flexible learning-compliant OBE-based syllabi. Thus, confirmation of the structure of the developed evaluation tool is highly recommended.&#x0D;

Data-driven policy making: a key step for the healthcare system

Abstract The work presented in this workshop suggest important room for improvement in data-driven health policy making in France and in Germany. We identify data generated by healthcare systems can be mobilized to inform four different aspects of public health and health care policy making: 1. Supporting patient-centered evaluation of healthcare services: micro-level data collection is key to developing evaluation tools which can be used to improve quality of care and patient experience, as evidenced by the development of PROMS and PREMS. 2. Adapting care supply to population needs: meso-level data collection enables local and national policy makers to design and implement healthcare programs and investments which fit population needs. 3. Developing targeted prevention policies: meso-level data collection can also be used to identify health hazards, improve population safety and limit health impact of exposure to sanitary and environmental risks, allowing local and national policy makers to articulate prevention strategies. 4. Informing healthcare research: patient and meso-level data are invaluable resources for health and life-sciences research, supporting identification of biomarkers and development of diagnostic tools and treatment. Additionally, we identify that all four of these aspects of data-driven policy have implications at a local, national, and European level. In light of this, Institut Montaigne strongly advocates for a population-based approach, as implemented in Canada, relying on multiple datasets as well as individual and collective responsibility. We also stress the need for coordination at a European level, aware the current implementation of the European Health Data Space is an opportunity to leverage information from EU-wide databases. Data-driven public health and health care policy is a tool of public value and its use is critical to ensuring resilience of current health systems and addressing future crises.

Stakeholder Collaboration to Develop an Evaluation Tool to Assess the Accessibility of Cultural Institutions for Families With Children With Autism

Abstract Date Presented 04/01/2022 The purpose of this project was to collaborate with stakeholders to develop evaluation tools to assess accessibility and inclusion of families with children with ASD in cultural institutions. A tool kit was developed in an iterative process through interviews, reviews of exhibits and visitor resources, and observations of programming to refine the utility of each specific tool. Six self-evaluation tools were developed to allow public institutions to self-assess their strengths and needs. Primary Author and Speaker: Libby Hladik Additional Authors and Speakers: Karla Ausderau

Changes in Core Competencies in the COVID-19 Pandemic Era and Their Implications for University Education - Focused on G University Students in Gyeongsangnam-do -

본 연구는 코로나19 시대 대학생의 핵심역량 변화를 통해 대학교육에서의 시사점 탐색하고 대학교육 운영 방안을 모색하기 위한 목적으로 수행되었다. 핵심역량 수준은 경상남도에 소재한 G대학에서 자체 개발한 핵심역량진단 도구를 활용하여 측정하였다. 2020년과 2021년, 2년 연속 진단에 참여한 재학생 437명을 연구대상으로 선정하고 2년 연속 참여한 학생 중 2020학번을 제외한 재학생 662명의 결과와 비교하였다. 핵심역량 및 하위역량 수준과 변화 정도, 각 역량 사이의 관계를 분석한 결과, 2020학번은 세계시민(글로벌 역량)과 도전정신(리더십 역량)을 제외한 나머지 역량의 평균값은 높아졌으며, 창의융합, 문제해결, 자기주도 역량은 통계적으로 유의한 차이를 보였다. 그리고 모든 핵심역량 사이에 관계는 매우 높은 것으로 나타났다. 이러한 결과를 바탕으로 코로나19 시대 대학교육에서 핵심역량 향상을 위한 교수방법, 교육과정 및 프로그램 개발, 평가도구 개발 및 체계 마련, 콘텐츠 개발 및 학습관리체계 구축 등, 앞으로 대학교육이 나아가야 할 방향성에 대한 시사점을 도출하였다.The purpose of the study was to exploring implications in university education and seeking ways to operate university education through changes in core competencies of university students in the Untact era. To this end, a survey was conducted on 437 students who participated in the test for two consecutive years in 2020 and 2021, using a core competency diagnosis tool developed by G University located in Gyeongsangnam-do. Analysis of the relationship between the core competency and sub competency level and degree of change, and each competency was conducted. As a result of the analysis, the class 2020 improved all competencies except for global citizenship(global competency) and challenging spirit(leadership competency), and showed significant differences in creative convergence, problem solving, and self-direction. Students outside of class 2020, all competencies improved, and it was found that self-directed competencies were significant. Also, the relationship between all core competencies was found to be very high. Based on these results of this study, implications for the future direction of university education, such as teaching method, curriculum and program development, evaluation tool development and system preparation, content development and learning management system establishment, for improving core competency in university education in the Untact era Implications were drawn.

A Study on Instructors’ Understanding and Support Requests for Competency-Based General Education

The purpose of this study is to find out the instructors’ understanding and application levels, difficulties, and support requests for competency-based general education(CBGE) at university. For this, FGI was conducted with 18 instructors participating in general education at J University in the Chungnam province. Then, the interview results were analyzed to see how they differ according to instructors’ teaching years, prior training experience(on competency-based education, CBE), and academic characteristics of subject. As a result, first, instructors’ understanding and application levels of the competencybased education turned out to show the bigger difference by prior training experience on competency-based education than the years of their teaching career. Second, the difficulties faced by instructors in the process of practicing competency-based education have been reported to be various over 3 areas like insructional design and implementation, coordination of students and learning activities in general education, and educational conditions. Especially, instructors without prior training experience in CBE were found out to have more serious difficulties, especially when teaching basic science or theory-based subjects, like determining main competency for his subject. Third, instructors’ support requests for practicing competency-based education were founded to be diverse such as special lectures, workshops, experience-based projects like CBE curriculum development including development of evaluation tool or consulting, and teaching communities for sharing informations and good examples. Especcially, the instructors without prior training experience requested firstly basic program like special lecture which provides basic understanding on CBE. Next, instructors, who already have special lecture or consulting experience, requested more experiential program on CBE. On the other hand, instructors who already have a experience of evaluation tool development project for his own subject in CBGE, requested teaching community or workshop for sharing more sophisticated informations and good examples of CBE. Finally, based on the research results, several ways to improve the instructors’ teaching competency for CBE were suggested.

Assessing acceptability and identifying barriers and facilitators to implementation of the EULAR recommendations for patient education in inflammatory arthritis: a mixed-methods study with rheumatology professionals in 23 European and Asian countries

ObjectivesTo disseminate and assess the level of acceptability and applicability of the European Alliance of Associations for Rheumatology (EULAR) recommendations for patient education among professionals in rheumatology across Europe and...

Studentu vajadzību izvērtējums iekļaujošas augstākās izglītības nodrošināšanai

Global, European, and Latvian inclusion and education policy documents set out the conditions and recommendations for ensuring inclusive education at all levels. The increase in the number of students with disabilities in higher education and the challenges they face in the educational process highlights the need for inclusive higher education and identification of students' individual needs and the type of support and adaptation required for the implementation of inclusive higher education. The results of the theoretical analysis show that in international policy documents, European and Latvian legislation, as well as in scientific literature, the terms disability, and special educational needs are often used in a similar context. At the same time, different countries in the European Union have different concepts and understandings of disability, and special needs are defined differently in legislation of different countries. For to identify students' special needs/ requirements for inclusive higher education, an evaluation tool was developed in the first phase of the partnership project, which included questions on each of the key elements of an inclusive environment – accessible information environment, accessible physical environment, adapted learning process and inclusive emotional environment. In the evaluation tool development process, based on a universal design for research approach, four principles were taken into account: clear and comprehensible survey instructions, transparent, easy-to-understand framework and simple wording, mainly closed questions, survey completion time (up to 10 minutes), and clear and understandable answer menus. The evaluation tool can be used for collecting research data in the second phase of the partnership project and can be used in higher education and secondary schools to identify the needs of students for providing inclusive education.