Effective Evaluation Practices Research Articles

URGENSI KOMPETENSI GURU DALAM PENGUKURAN DAN PENILAIAN BAHASA ARAB DI SDTQ AL-MUJAHIDIN BANYUANYAR

Teacher competence in the assessment and evaluation of the Arabic language plays a crucial role in ensuring effective learning outcomes. This study highlights the significance of teacher competence in the context of measuring and evaluating Arabic language proficiency. Competent teachers are essential in designing and implementing assessment strategies that accurately gauge students' language skills and progress. Effective assessment and evaluation practices are vital for monitoring students' development and providing targeted support to enhance their language proficiency. Teachers with strong competence in assessment are able to create meaningful assessment tasks, provide constructive feedback, and make informed decisions about students' learning needs. Furthermore, teacher competence in assessment and evaluation contributes to the overall quality of Arabic language instruction, fostering a conducive learning environment that promotes language acquisition and proficiency. Continuous professional development and training opportunities are essential for enhancing teacher competence in assessment and evaluation, ultimately benefiting students' language learning experiences. In conclusion, the urgency of teacher competence in the assessment and evaluation of the Arabic language cannot be overstated. Competent teachers play a pivotal role in driving student success and fostering a culture of continuous improvement in Arabic language education.

PELATIHAN PENGEMBANGAN MEDIA PEMBELAJARAN INOVATIF BERBASIS BAHAN SEDERHANA: TRANSFORMASI EVALUASI PEMBELAJARAN UNTUK GURU SDN 20 PANGKALPINANG

This training aims to provide knowledge and skills to teachers at SDN20 Pangkalpinang in developing innovative learning media based on simple materials and producing effective learning evaluations in the current era of technology. The methods used in this training include needs identification, training implementation, evaluation of learning outcomes, and monitoring and evaluation. Through this training, it is hoped that teachers can improve students' critical skills in Elementary School through the Feedback-Based Learning Model Based on the Socrative Application in the P5 Program. Needs identification is carried out through needs analysis and evaluation of teachers' learning evaluation practices, as an important initial step in designing a training program that meets their needs. This needs analysis provides a better understanding of the challenges faced by teachers in using innovative learning media based on simple materials and effective learning evaluation practices. The results of this training show an increase inknowledge and skills of teachers in developing innovative learning media and conducting learning evaluations. The training evaluation indicates that teachers feel more confident inimplementing new learning strategies and using technology in learning. Further monitoring and evaluation are needed to ensure the sustainability of implementing new learning strategies and the use of technology in learning.

Research on the Copyright Value Evaluation Model of Online Movies Based on the Fuzzy Evaluation Method and Analytic Hierarchy Process

With the rapid development of video websites, copyright management and the protection of online movies are facing severe challenges. With the strengthening of intellectual property protection, copyright value management has become necessary for the transformation of copyright value, which is of great significance for the healthy development of the industry. Based on the current development status of China’s online movie offerings, online movies were collected from China’s three major video platforms between 2016 and 2018 as research objects, and a set of scientific and effective online movie copyright value assessment methods and systems are proposed through the fuzzy comprehensive evaluation method, analytic hierarchy process, Delphi method, and empirical research. In this study, using data collected through a questionnaire survey, a fuzzy evaluation method is applied to establish the evaluation index of the copyright value of online movies. Moreover, according to the Delphi method, expert suggestions are collected, the indexes are scientifically corrected in the market, and the weights of the copyright value evaluation index of online movies both before and after broadcasting are calculated using the analytic hierarchy process. On this basis, by applying big data analysis, the communication effect index, prebroadcast value score evaluation index, and postbroadcast value evaluation index are deeply analyzed, and the copyright value evaluation model of online movies both before and after broadcasting is established. Finally, based on market feedback data, the evaluation models are revised and empirically tested to verify the scientificity and rationality of the copyright evaluation method proposed in this study. The results show that the proposed methods and systems for evaluating the copyright value of online movies are scientific and effective. This study provides new insights for all types of movie and television production organizations and video playback platforms on how to design effective copyright value evaluation models and practice methods for online movies.

The Impact of Project-Based and Experiential Learning Integration on Pre-Service Teacher Achievement in Evaluation and Assessment

The present study aimed to explore the effectiveness of integrating project-based learning (PBL) and experiential learning in fostering the evaluation and assessment skills of pre-service teachers. To assess the impact of this integration, a self-efficacy assessment form and evaluation of teacher performance, learning achievement and mentality aspects were employed. The findings of the study indicated that the integration of PBL and experiential learning yielded positive outcomes, enhancing the evaluation and assessment skills of pre-service teachers. This research contributes to the existing body of literature by providing empirical evidence supporting the potential of integrating PBL and experiential learning as an effective approach to augment pre-service teachers’ evaluation and assessment abilities. The study also underscores the significance of creating hands-on and collaborative learning environments within teacher education programmes. These results have significant implications for the design of future teaching strategies aimed at improving the evaluation and assessment skills of pre-service teachers. By incorporating PBL and experiential learning, teacher education programmes can create dynamic learning experiences that engage students in practical, real-world contexts. This approach encourages active participation, critical thinking and problem-solving skills, which are essential for effective evaluation and assessment practices. The study emphasises the importance of providing pre-service teachers with opportunities to apply their knowledge in authentic settings, fostering a deeper understanding of evaluation and assessment principles. By equipping pre-service teachers with these skills, they will be better prepared to meet the demands of the classroom and contribute to improved student learning outcomes.

ENHANCING ORGANIZATIONAL EFFECTIVENESS THROUGH PERFORMANCE EVALUATION: A CASE STUDY OF COOPERATIVE ORGANIZATIONS IN SURKHET VALLEY

This study explores the significance of performance evaluation systems in enhancing employee performance and organizational effectiveness within cooperative organizations in Surkhet Valley, Nepal. Using a quantitative and descriptive research design, data was collected from 120 managers and chairpersons. The research aims to understand prevalent performance evaluation practices, assess employee performance levels, identify factors influencing performance, and evaluate the existing evaluation system’s effectiveness. Findings highlight the critical role of adaptability, effective communication, creativity, problem-solving, and cooperative behavior in driving employee performance. Customized performance evaluation systems that foster a cooperative work environment and acknowledge employee dedication are emphasized to promote organizational success and contribute to economic and social development in the region. The study advocates for adopting effective performance evaluation practices that align individual efforts with organizational goals, foster a positive work environment, and empower employees. Overall, this research contributes valuable insights to cooperative organizations, supporting their growth and success in Surkhet Valley and advancing the region’s economic and social development.

Evaluating programming that thinks and works politically: Challenges and emerging practice

AbstractIssues of power are not new to program evaluation. What is new is a consideration of how programming uses insights into incentives that shape and adapt implementation. How should one evaluate in a way that explicitly assesses the ways in which a program considers power? One of the innovative topics deriving from the democracy and governance space is the approach of thinking and working politically (TWP) which is seeing increased use in development programming. TWP suggests different mental models and practical approaches to achieving development objectives in ways that are more contextually grounded and informed by power dynamics. This article describes several of the core challenges to evaluation of TWP and also a rubric of considerations for more effective evaluation practices in this emerging field.

Moderating Influence of Contextual Determinants on Relationship between Monitoring and Evaluation Practices and Performance of County Maternal Health Programmes in Kenya

Effective monitoring and evaluation practices is widely known to help improve performance, the quality and effectiveness of planning and decision making and achievement of results. This is because monitoring focuses on the implementation process and progress towards the achievement of project objectives. Despite the Kenya Government’s effort to promote County Maternal Health programmes through legal frameworks such as the county integrated monitoring and evaluation practices tool, and while there is empirical evidence that monitoring and evaluation practices contributes to enhanced performance, actual performance of county health sector across Kenya remains poor. The purpose of the study was to establish moderating influence of contextual determinants on the relationship between monitoring and evaluation practices and performance of County Maternal Health programmes in Kenya. The paradigm that is suitable for this study is pragmatism. The study adopted a descriptive survey research design. The study targeted 8 regional blocks in Kenya (Central,, Western Coast, Eastern, Rift Valley, North Eastern, Nyanza, Nairobi) where one county from each block was selected. From these counties the target population was 1165 respondents including Medical officers, Clinical Officers, Trained Community health workers, Nurses, County Health Management Team and County Delivery Unit officers from level 4 and 5 hospitals. Sampling procedure for this study was guided by the research design which is descriptive survey design. Stratified random sampling was used to obtain 282 respondents from which information was obtained for this study. The research instruments that were used for data collection are: a self-administered structured questionnaire and interview guides. Descriptive and inferential data analysis techniques were used in this study. Regression was conducted for testing the study hypothesis. The research established that there was a strong correlation between the performance of county maternal health programmes and contextual determinants (r=0.638, p=0.000<0.05). The study found that after introduction of contextual determinants into the relationship, and the interaction term in model 2 increased the R square by 0.08. This implies that the interaction between contextual determinants and monitoring and evaluation practices explains 8.0% variations in performance of county maternal health programmes. The study concluded that contextual determinants significantly moderate the relationship between monitoring and evaluation practices and performance of County Maternal Health Programmes in Kenya. The study recommends investing in robust and dynamic technical coordination platforms that can sustain the agenda for change. and at all levels is necessary to ensure the sustainability of M&E reforms in the health sector.

ASSESSMENT FOR LEARNING IN PHYSICAL EDUCATION AND SPORT LESSONS

The study focuses on clarifying the terms and purposes of assessment for learning in Physical Education and Sport lessons and how we can use them to support the progress of our students, provides examples of different types of assessment for learning in physical education and explains why teachers should include them as part of their instruction. This article describes the most used forms of assessment in physical education and emphasizes the importance of using them in both physical activity and physical fitness for promoting physical activity. Effective evaluation practices are needed to optimize the effectiveness of physical education programming. Assessment for learning is an essential part of education as it defines whether or not the objectives of teaching are being met, assessment affects decisions about grades and educational needs of students. Assessment for learning involves using it, as part of teaching and learning, in ways that will raise the student`s achievement. Assessments are the tool that physical educators use to measure the skills and fitness levels their students learn and achieve in the Physical Education class. They help to show yourself and others that your students are learning and becoming more physically fit as a result of being in your class. Assessment is very important in Physical Education as it provides information on strengths, weaknesses and educational requirements, it gives students the opportunity to demonstrate what they know and are capable to do, determines student progress and motivates them to improve their performance, informs future planning and teaching and judges which aspects of teaching have been effective or inefficient. Student assessment is “the gathering of evidence about student achievement and making interferences about student progress based on the evidence”. Physical Education teachers collect and track assessment data to make decisions about instruction and to measure student learning continually throughout the learning sequence (SHAPE America, 2014).

Using the 2018 AEA Evaluator Competencies for Effective Program Evaluation Practice

AbstractThe ultimate goal of using the 2018 AEA Evaluator Competencies is effective program evaluation practice. This chapter suggests how the competencies can be used to enhance professional practice by individual evaluators, organizations/institutions, and evaluation associations. Individual use includes self‐assessing expertise, pursuing professional development, and using common evaluation language. Organizational use includes guiding internal evaluations or university evaluator education programs and curricula, seeking external assistance, and cultivating institutional learning. Association use includes sponsoring professional development, credentialing or certifying evaluators, and assessing competence through measurement or some other form of documentation such as a practice‐based portfolio. All of these uses hold potential to further professionalize the field of program evaluation.

Teaching programme evaluation: A problem of knowledge

This article conceptualises the problem of selecting teaching content that supports the practice of programme evaluation. Knowledge for evaluation practice falls within one of three categories of knowledge that are defined by the different roles they play in supporting practice. First, core knowledge relates to the defining activity of evaluation practice, i.e., that it informs the intellectual task of the determination of a programme’s value. Second, accessory knowledge informs activities that support and facilitate the concretisation of the previous activity in a delivery context (e.g., stakeholder participation, evaluation use, project management, etc.). Third and finally, supplementary knowledge informs activities that may, on occasion, occur during evaluation practice, but without relating to the determination of value, either inherently or in a support role. The selection of knowledge for the teaching of evaluation must match the knowledge needed for the pursuit of effective evaluation practice: core, accessory, and supplementary knowledge. The specifics of these three needs ultimately depend on the characteristics of a given practice. The selection of content for the teaching of evaluation should ideally address these specific needs with the best knowledge available, regardless of its disciplinary origins.

Six Recommendations for Youth Sport Stakeholders When Evaluating Their Programs

Sport stakeholders can drive program improvement using feasible and effective evaluation practices. In this paper, we describe six recommendations to help sport stakeholders integrate evaluation into their practice, including: (a) appraise a program’s evaluation capacity, (b) establish partnerships and assemble an evaluation team, (c) evaluate how a program is delivered and a program’s outcomes, (d) use practical methods that fit the sport context to produce program-specific findings, (e) empower youth voice, and (f) reflect and revise on an ongoing basis. We hope that these recommendations help sport organizations improve quality program delivery to attain desired outcomes.

English

Participatory monitoring and evaluation (PME) is an approach that higher education institutions should use to ensure achievement of objectives especially quality academic programs, research, consultancies, outreach services and administrative functions. Indeed, over the past 10 years PME has gained increased prominence over more conventional approaches to monitoring and evaluation in public management, corporate management, business management and project management. PME process can enhance participation, empowerment and governance, thus enhancing the performance, efficiency and sustainability of interventions. Uganda developed a National Monitoring and Evaluation Policy for the Public sector, which provides a framework for all public sector entities to follow up their performance. However, the policy is not well disseminated and public sector entities are not sufficiently compelled to undertake participatory monitoring and evaluation as an approach. This paper analyzes the role played by PME to ensure quality programs in higher education institutes in Uganda. It draws conclusions and proposes remedy on what is still hampering effective participatory monitoring and evaluation practices in Uganda’s higher education institutes. Key words: Participatory monitoring and evaluation, higher education, quality programs, effectiveness.

Organizational determinants of evaluation practice in Australian prevention agencies.

Program evaluation is essential to inform decision making, contribute to the evidence base for strategies, and facilitate learning in health promotion and disease prevention organizations. Theoretical frameworks of organizational learning, and studies of evaluation capacity building describe the organization as central to evaluation capacity. Australian prevention organizations recognize limitations to current evaluation effectiveness and are seeking guidance to build evaluation capacity. This qualitative study identifies organizational facilitators and barriers to evaluation practice, and explores their interactions in Australian prevention organizations. We conducted semi-structured interviews with 40 experienced practitioners from government and non-government organizations. Using thematic analysis, we identified seven key themes that influence evaluation practice: leadership, organizational culture, organizational systems and structures, partnerships, resources, workforce development and training and recruitment and skills mix. We found organizational determinants of evaluation to have multi-level interactions. Leadership and organizational culture influenced organizational systems, resource allocation and support of staff. Partnerships were important to overcome resource deficits, and systems were critical to embed evaluation within the organization. Organizational factors also influenced the opportunities for staff to develop skills and confidence. We argue that investment to improve these factors would allow organizations to address evaluation capacity at multiple levels, and ultimately facilitate effective evaluation practice.

Developing Policies and Protocols in the Age of Evidence-Based Practice.

Prior to evidence-based practice, policies and procedures were reviewed annually or even triennially to ensure that they reflected current practice and demonstrated adherence to regulatory standards. With the publication of the Institute of Medicine report, a shift to operationalization of best evidence practices, formal statements, and frameworks for care has gained increased importance. Processes for policy and protocol development and revision are now based on the inclusion of best evidence, clinician expertise, and patient values or preference. Policies and protocols are now updated when new evidence justifies a revision and are designed to share the most recent evidence and facilitate staff adherence to new practices. This article describes the essential practices for policy and protocol development, including leadership support, team commitment, identification of current resources, recognition of current practices, development of the policy and protocol to logically flow with nursing practices, effective dissemination methods, and evaluation and sustainability practices. J Contin Nurs Educ. 2017;48(2):87-92.

Measurement and evaluation practices of factors that contribute to effective health promotion collaboration functioning: A scoping review

The purpose of this scoping review was to identify promising factors that underpin effective health promotion collaborations, measurement approaches, and evaluation practices. Measurement approaches and evaluation practices employed in 14 English-language articles published between January 2001 and October 2015 were considered. Data extraction included research design, health focus of the collaboration, factors being evaluated, how factors were conceptualized and measured, and outcome measures. Studies were methodologically diverse employing either quantitative methods (n=9), mixed methods (n=4), or qualitative methods (n=1).In total, these 14 studies examined 113 factors, 88 of which were only measured once. Leadership was the most commonly studied factor but was conceptualized differently across studies. Six factors were significantly associated with outcome measures across studies; leadership (n=3), gender (n=2), trust (n=2), length of the collaboration (n=2), budget (n=2) and changes in organizational model (n=2). Since factors were often conceptualized differently, drawing conclusions about their impact on collaborative functioning remains difficult. The use of reliable and validated tools would strengthen evaluation of health promotion collaborations and would support and enhance the effectiveness of collaboration.

Joint (ad)ventures and (in)credible journeys evaluating innovation: asset-based community development in Ethiopia

Acknowledging debates about what constitutes effective and useful evaluation practice, this paper explores the particular challenges of evaluating an innovative approach to community development for multiple stakeholders with different interests and different levels of confidence in particular evaluation methodologies. The innovation – applying an Asset Based approach to Community Development (ABCD) in an Ethiopian context – presents further challenges to evaluation because of its open-ended nature and problems of attribution. On the other hand, the culture of risk-taking encouraged by the supporters of innovation provides the space for genuine lessons to be learnt about failure as well as success.

The efficacy of training cooperating teachers

This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more than a decade of implementation, researchers investigated initial outcomes of the program for cooperating teachers, student teachers, and new teachers. Findings suggest that the training resulted in a greater sense of efficacy for aspects of the role and may lead to more effective evaluation practices by clinical faculty and to stronger performances by student teachers. The lack of other significant results may have implications for policies related to the evaluation of teacher preparation programs.

Evaluating Youth Sexual Health Peer Education Programs: Challenges and Suggestions for Effective Evaluation Practices

Although peer sexual health education is a common form of sexual health promotion for youth, systematic reviews of these programs are relatively rare. In this study we interviewed youth peer educators to inquire about their experience of program evaluation and their perception of what is needed to develop effective evaluation practices. Data were collected from eighteen participants in semi-structured qualitative interviews of youth (aged 16-28 years) sexual health peer educators in Ontario, Canada. Community-based research principles were employed throughout the project with youth involved in all stages of the research. Analysis of the data revealed four key themes relating to youth sexual health peer education evaluation: i) varied program goals; ii) benefits to peer educators; iii) diverse evaluation methods; and iv) challenges in conducting evaluation. We discuss the relevance of our findings for evaluation practices of peer sexual health education programs.

The Effectiveness of Emergency Obstetric Referral Interventions in Developing Country Settings: A Systematic Review

Pregnancy complications can be unpredictable and many women in developing countries cannot access health facilities where life-saving care is available. This study assesses the effects of referral interventions that enable pregnant women to reach health facilities during an emergency, after the decision to seek care is made. Selected bibliographic databases were searched with no date or language restrictions. Randomised controlled trials and quasi experimental study designs with a comparison group were included. Outcomes of interest included maternal and neonatal mortality and other intermediate measures such as service utilisation. Two reviewers independently selected, appraised, and extracted articles using predefined fields. Forest plots, tables, and qualitative summaries of study quality, size, and direction of effect were used for analysis. Nineteen studies were included. In South Asian settings, four studies of organisational interventions in communities that generated funds for transport reduced neonatal deaths, with the largest effect seen in India (odds ratio 0·48 95% CI 0·34-0·68). Three quasi experimental studies from sub-Saharan Africa reported reductions in stillbirths with maternity waiting home interventions, with one statistically significant result (OR 0.56 95% CI 0.32-0.96). Effects of interventions on maternal mortality were unclear. Referral interventions usually improved utilisation of health services but the opposite effect was also documented. The effects of multiple interventions in the studies could not be disentangled. Explanatory mechanisms through which the interventions worked could not be ascertained. Community mobilisation interventions may reduce neonatal mortality but the contribution of referral components cannot be ascertained. The reduction in stillbirth rates resulting from maternity waiting homes needs further study. Referral interventions can have unexpected adverse effects. To inform the implementation of effective referral interventions, improved monitoring and evaluation practices are necessary, along with studies that develop better understanding of how interventions work.

Evaluability Assessment: Laying the Foundation for Effective Evaluation of a Community College Retention Program

Before devoting institutional dollars to a full-scale program evaluation that may be costly and time intensive, a preevaluation strategy known as evaluability assessment can be used to determine whether a program meets the minimal preconditions necessary for the results of a full-scale evaluation to be meaningful and useful to college decisionmakers. The aim of this study was to familiarize institutional researchers and program evaluators at community colleges with evaluability assessment and its merit as a component of effective evaluation practices. In presenting an evaluability assessment of a community college retention program targeting African-American males, the goal was to illustrate a real-world application of this strategy that can serve as a helpful resource for institutional researchers seeking to improve the effectiveness of evaluation efforts at their respective institutions.