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Evaluation design
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1. What is the director's role in evaluation?
The director has a few different roles in the evaluation. One role deals with the center itself evaluating whether or not the program has following its mission and meeting all its goal. From the information gathered they need to figure out what is or isn’t need to improve the program itself. The other role is what they do when dealing with staff evaluations. During staff evaluations, a direction role is to observe and analyze the work of the staff in question. They also need to find ways to encourage that development in that staff member’s strength while working on promoting growth in their weaker areas. If the staff member’s weakness greatly outweighs their strengths, then the director will have to fire them. When doing the evaluation, the director makes sure to inform the staff member that an emulation is being done and what the method of evaluation will be.
2. List several methods of assessing children's progress. (7 pts.)
There are several different methods for assessing children’s progress at the center.
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These notes can come in many different forms from paper file cards to computer documents. The teacher will note the changes in development, their needs, and individual traits Another method is checklists, this is a basic list of different behaviors, that a teacher can mark down if they have seen a child display it or not. A method somewhat similar to checklist are rating scales, this means that a director creates lists that can qualify different behaviors. Next method would be portfolios, which are a collection of various different information about a child from their progress to bits of a child work. The final method is standardized test which involves children choosing and seeing the correct answers of a test that is based on current
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
Evaluation can be crucial part of employee development, it let employee know where they are currently and where they can improve and it outlines what is expected. This can give a sense of purpose. Some of the cons are they that if they are not done appropriately or too generalized it can make the employee feel lost an unfulfilled. You can make it so the goals are basically unachievable giving a sense of powerlessness. I don’t believe this statement is completely true, I believe
If conducted well, the participant-oriented approach can offer the buy-in needed to remove the stigma of the evaluation process. Using this approach can provide stakeholders “with self knowledge and skills and an understanding of the power arrangements concerning their program and their locality” (Fitzpatrick et al., 2011, p.201). As stated by Cousins and Earl (1992) using key personnel capable of making decisions and who have a strong connection to the program can augment the usefulness and promote the actual use of the evaluation. It can also promote trust in the process and serve to remove any political stigma that may arise.
Checklists provide a list of activities and expectations that are developmentally appropriate and that are centered on the learner. The checklists normally cover all the major areas of curriculum. Those areas can differ form grade to grade. The performance indicators in the checklists should come from state and national curriculum standards. The teacher should also include their own objectives or expectations in the checklists. Now with every checklist area there should be a detailed developmental guideline that breaks down each area and explains why this area is significant to a child’s development. The guidelines really help with inter-observer reliability. Any teacher should be able to enter a classroom and come up with the same evaluation at the end because the performance guidelines are so clear-cut. These guidelines also pull from multiple different sources including those at the state and national level. In creating these checklists you have the beginnings of a profile for each student. The profile that you can then show to parents or guardians whenever they ask how their child is
The problem that Andy has though is that he is not able to fully demonstrate how effective the programs are. For Andy to be able to fully demonstrate the effectiveness of the programs he needs to utilize some evaluation methods so he has data to present to the director of Greenby Community Center and the board of directors. Andy needs to be performing a process evaluation to measure how the program is performing, allowing him to provide the information needed to keep the program in place. At the beginning objectives should have been set for the consultation and education program, through a process evaluation it can be determined if those objectives are being met or what improvements need to be made (Lewis, Packard, & Lewis, 2012). One of the methods that could be used is to receive feedback, not only from the workers in the program but also the participants which would help to see what needs to be improved along with if the objectives are being met. This could be done by a survey that would allow the workers and the participants the option to give their opinions of how they felt the program was and where they felt improvements might be needed. Another method is constant evaluation to make sure that the goal and objectives of the program are being met, this would give data that could be presented to show how the program is performing. With some small changes being made the consultation and education program could be a success it would just require making sure that the overall performance of the program is up to the standards that were set at the
Program evaluation is a skill that requires for skilled people to conduct an evaluation that is credible. My reason for taking this class was to gain the basic understanding of the program evaluation. As I became involved in the readings and class assignments I discovered a profound level of respect for this application. I uncovered that evaluations should dedicate thoughtfulness to all stakeholders who are invested in the program and affected by its evaluation. This process allows a full range of people and groups to take part in the evaluation; this is also a way to identify and develop the needs of stakeholders. Evaluation should be integrated throughout the preliminary phases of program development. A preliminary phase of the evaluation process is to define the program in-depth detail. This collective endeavor can generate a mutual understanding of the program and the evaluation process. In the environment in which I work this is an unknown process, program evaluation happens at the end of the year. In most cases, most programs are unsuccessful because of the fact of having unrealistic goals and outcomes. Evaluations can be formative and summative. Formative evaluations are conducted in the development and implementation phase of the program. This process can be beneficial because it provides with information on how to best attain the goals or make changes to the program. Summative evaluations happen when the programs are well instituted and inform on to what degree the program is attaining its outcomes and goals (Patton, 1987).
Maintain records: A binder will be kept for each student that will include calendars, records of grades, achievements, and disciplines documentation, if any. Additionally, A grade book in a soft copy will be kept that document student grades for each assignment. Detailed notes regarding progress will also be documented in the grade book, which will aid in creating intermittent progress reports to keep parents
Performance appraisals are used administratively whenever they are the basis for a decision about the employee’s work conditions, including promotions, terminations, and rewards. (Gomez-Mejia, 2012, p.223). Performance appraisals compare work performed against measurable objectives that the employee and supervisor agreed to at the beginning of the appraisal period (smallbusiness.chron.com). If the employee does not meet the objectives as agreed upon, this may have a downstream effect on their salary, chances for advancement, and it could lead to termination. The manager plays a critical role in the administrative process of the performance appraisal. When the manager conducts the performance appraisal, it must be thorough, accurate and performed on a timely basis. In a situation where the employee is terminated due to their appraisal and rating, the business might find itself having to defend its validity.
Students make an irregular draft of their assignment. They observe their improvement by comparing their work-in-progress to the supposed expectations. For instance, if students are writing, they can use colored pencils to circle a typical phrase in the rubric the same in their drafts as an evidence of reaching the standards articulated in the key phrase. If students have understood they have not obtained a specific standard in their draft, they give themselves feedback which can be a reminder to make progress in their final drafts. This process can be done for each standard on the rubric, with different colored pencils (Andrade, Du, & Wang,
If Sigma Pi follows the suggestions made in this organizational communication system analysis, it is my prediction that they will be able to take their organization to a higher level. They will be taking something good, and making it better.
A child’s development is observed, assessed and recorded by the teaching staff, including teaching assistant, throughout their academic life. This can be done in many ways such as observations, guided reading, maths assessments, phonic assessments, writing tasks, art projects, teacher assessment of course work, SAT's and later on O Levels and A level exams.
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
When gathering evaluation information, it should start from the beginning of the initial planning. It should throughout the life of the program, so the program can continue to adjust changing or add program elements to enhance the outcomes, and to generate new ideas. The method used to get information for the evaluation will be evaluation questions that will lead to further action such as program improvement, program mainstream, or program redesign. The evaluation information will be shared with the funding agency, partners, volunteers, organizations, the Council/Board of Directors, department heads, staff, the program team, and the program participants or target
Assessment centers are mainly used to evaluate executive or supervisory potential. It is focused mostly on the observations of behaviors across a series of select exercises or work samples. The candidate is tested in different social situations using a number of assessor and procedures such as in-basket exercises, work groups, computer simulations, role-playing, and other similar activities which have some attributes that are essential for successful performance of the actual job. There are several characteristics that can be assessed in assessment centers, some include persuasive abilities, assertiveness, self confidence, communicating ability, planning and organizational ability, energy level, resistance to stress, decision making, administrative ability, sensitivity to feelings, and creativity and mental alertness. Having recorded the employee’s behavior the raters meet to discuss their pooled information and observations and, based on it, they give their assessment about the employee. At the end of the process, the employee is given feedback in terms of strengths and weaknesses. The advantages of the assessment center method are a well conducted assessment center can achieve better forecasts of future performance and progress than other appraisal methods, the evaluations are more accurate, there is minimum biasness, reliability, content validity, and predictive ability are high, the tests make sure the wrong people are not hired or promoted, and it clearly defines the criteria for selection and promotion. The disadvantages of the assessment center method are it is costly and time consuming, it discourages the poor performers, it causes suffocation to the solid performers, breeds unhealthy competition among employees, and bears adverse effects on those not
When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test, it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...