I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

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تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

The book Inequality by Christopher Jencks is in one sense an arid waste of somewhat confusing and misleading statistics between chapter one and chapter nine, and, in another sense, a destructive, unscientific critique of American education and families. Jencks' interpretation comes down hard on his basic feeling that "The crucial problem today is that relatively few people view income inequality as a serious problem; indeed the Nixon administration apparently convinced itself that income was too equally distributed in 1968 and that the rich needed additional incentives to get even richer . The Kennedy and Johnson administrations were only marginally better. Neither made any explicit effort to equalize incomes; the subject was hardly discussed. Instead reformers focused on equalizing opportunity." This view is probably correct but it is no excuse for an unscholarly, unscientific polemic against far from "peripheral institutions," which is Jencks' evaluation of the American schools. This book states

Inequality, A Reassessment of the Effect of Family and Schooling in America.

Teacher Assessment Literacy in Practice: A Reconceptualization

The planning of observational studies of human populations

Assessment for learning

In response to the existing accountability movement in the United States, a plethora of educational policies and standards have emerged at various levels to promote teacher assessment competency, with a focus on preservice assessment education. However, despite these policies and standards, research has shown that beginning teachers continue to maintain low competency levels in assessment. Limited assessment education that is potentially misaligned to assessment standards and classroom practices has been identified as one factor contributing to a lack of assessment competency. Accordingly, the purpose of this study was to analyze the alignment between teacher education accreditation policies, professional standards for teacher assessment practice, and preservice assessment course curriculum. Through a curriculum alignment methodology involving two policy documents, two professional standards documents, and syllabi from 10 Florida-based, Council for Accreditation of Teacher Education–certified teacher educ...

The Current State of Assessment Education Aligning Policy, Standards, and Teacher Education Curriculum

Propensity score analysis is frequently used to reduce the potential bias in estimated effects obtained from observational studies. Appropriate implementation of propensity score adjustments is a multi-step process presenting many alternatives for researchers in terms of estimation and conditioning methods. Further, evaluation of the sample data after conditioning on the propensity score informs researchers about threats to the validity of the adjustments obtained from such an analysis. This paper describes the steps required for a propensity score analysis, and presents SAS code that can be used to implement each step.

/pdf/propensity-score-analysis-and-assessment-of-propensity-score-1wakx5562n.pdf

Propensity score analysis and assessment of propensity score approaches using sas ® procedures

Despite assessment-based accountability movements throughout educational systems in the United States, teacher assessment literacy continues to be an identified area of concern. Contributing to this concern is a dearth of research on preservice assessment education including both its curricular and pedagogical approaches. The purpose of this study was to examine pedagogies that support positive changes in teacher candidates' conceptions of assessment. Drawing on open-ended questionnaire data from teacher candidate participants, this study found four explicit pedagogical constructs that teacher candidates identified as instrumental in contributing to their learning about assessment. Specifically, these constructs were: (a) perspective-building conversations, (b) praxis activities, (c) modeling, and (d) critical reflection and planning for learning. In addition to providing practical descriptive examples of each pedagogical approach, this article concludes with suggestions for future research and practice i...

Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development

The authors describe a process of self-assessment attuned to equity and justice in the policies and practices that affect student diversity, namely, those associated with the selection of candidates. The disproportionate rate of rejection for applicants from underrepresented groups and the unsystematic process of applicant selection operated as hidden curriculum affecting the opportunities for the program to enhance meaningful relationships among diverse groups of students. The authors describe institutional and sociopolitical conditions, and individual actions reflecting a faculty’s will to policy. Faculty efforts supported and challenged systemic change to increase racial and ethnic diversity among aspiring educational administrators.

/pdf/the-hidden-curriculum-candidate-diversity-in-educational-2ldjbry1yn.pdf

The Hidden Curriculum Candidate Diversity in Educational Leadership Preparation

This study compared five common multilevel software packages via Monte Carlo simulation: HLM 7, Mplus 7.4, R (lme4 V1.1-12), Stata 14.1, and SAS 9.4 to determine how the programs differ in estimati...

Aarti P. Bellara

Papers

The Current State of Assessment Education Aligning Policy, Standards, and Teacher Education Curriculum

Propensity score analysis and assessment of propensity score approaches using sas ® procedures

Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development

The Hidden Curriculum Candidate Diversity in Educational Leadership Preparation

Does the Package Matter? A Comparison of Five Common Multilevel Modeling Software Packages: