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Evaluating Human Service Outcomes
by Reginald O. YorkThis all-in-one text assists human service practitioners, and the students of human service educational programs, in the evaluation of their practice with their clients. It takes readers through the entire research process, step by step, starting with the literature review on the nature of the behavior being served, to the development of their study methods, to the statistical analysis of data using the internet and, finally, to the drawing of conclusions based on the outcome study that was conducted. When readers complete this book, they will be prepared to conduct an outcome evaluation study and to present a report to their agencies or instructors. Key distinctions of this text include: guides for analysis of data using Excel, the internet or SPSS for statistical analysis of data; the separation of content into basic concepts and intermediate concepts for use in beginning and intermediate courses in human service research methods; an instructor's manual that offers outlines, lists, and test questions additional to those in the text; a student workbook with practice assignments for use in courses as well as a set of checklists that serve as a guide for various tasks in the research process; and objectives, summaries, and tests in all chapters. Evaluating Human Service Outcomes could be used as the basic text for a beginning course in human service research in educational programs in social work, counseling, and psychology where a major goal is to complete a research study. It could also be used as a supplemental text for advanced research courses that include the analysis of data. The text also should be of interest to human service practitioners who are working in programs funded by grants that require outcome evaluation.
Evaluating Instructional Leadership: Recognized Practices for Success
by Raymond L. Smith Julie Rae SmithImprove principal evaluation and create highly effective leaders! Even with great teachers, student achievement hinges on an effective principal. Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book identifies the major problems in this process and articulates clear solutions. The result is a blueprint for ensuring the best person for the job is occupying the principal’s chair. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools including sample self-assessments, mid-year and final evaluation forms, and professional growth plans "This book not only highlights the key messages about the role of the leader, but it is does so in a way that is engaging, practical, and reflects the Smiths’ long history of being school leaders, teaching school leaders, and seeing the effects of their teaching. I have seen the Smiths in action, separately and together, and they know how to lead and how to teach, they have a strength of purpose they do not waver from, and these attributes come through in this book." -John Hattie, Director Melbourne Education Research Institute, University of Melbourne "After reading this book, you′ll truly understand what it takes to grow as a lead learner. We can always get better. This book provides quality insight on strategies that will make good leaders great." -Brad Currie, School Leader, Corwin Author and Co-Founder of #Satchat
Evaluating Instructional Leadership: Recognized Practices for Success
by Raymond L. Smith Julie Rae SmithImprove principal evaluation and create highly effective leaders! Even with great teachers, student achievement hinges on an effective principal. Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book identifies the major problems in this process and articulates clear solutions. The result is a blueprint for ensuring the best person for the job is occupying the principal’s chair. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools including sample self-assessments, mid-year and final evaluation forms, and professional growth plans "This book not only highlights the key messages about the role of the leader, but it is does so in a way that is engaging, practical, and reflects the Smiths’ long history of being school leaders, teaching school leaders, and seeing the effects of their teaching. I have seen the Smiths in action, separately and together, and they know how to lead and how to teach, they have a strength of purpose they do not waver from, and these attributes come through in this book." -John Hattie, Director Melbourne Education Research Institute, University of Melbourne "After reading this book, you′ll truly understand what it takes to grow as a lead learner. We can always get better. This book provides quality insight on strategies that will make good leaders great." -Brad Currie, School Leader, Corwin Author and Co-Founder of #Satchat
Evaluating Language Assessments (New Perspectives on Language Assessment Series)
by Antony John KunnanEvaluating Language Assessments offers a comprehensive overview of the theoretical bases and research methodologies for the evaluation of language assessments and demonstrates the importance of a fuller understanding of this widely used evaluative tool. The volume explores language assessment evaluation in its wider political, economic, social, legal, and ethical contexts while also illustrating quantitative and qualitative methods through discussions of key research studies. Suitable for students in applied linguistics, second language acquisition and language assessment and education, this book makes the case for a clear and rigorous understanding of the theoretical and methodological underpinnings of language assessment evaluation in order to achieve fair assessments and just institutions.
Evaluating Literacy Instruction: Principles and Promising Practices
by Richard L. Allington Rachael E. GabrielThis must-read book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation. Since 2009, 46 states have changed or revised policies related to evaluating teachers and school leaders. In order for these new policies to be used to support and develop effective literacy instruction, resources are needed that connect the best of what is known about teaching literacy with current evaluation policies and support practices. A major contribution to meeting this need, the volume brings together a range of perspectives on tools, systems, and policies for the evaluation of teaching, organized into two sections: • Crafting Systems and Policies for Evaluating Literacy Instruction • Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction Across the text, expert scholars in the field emphasize the need for literacy professionals to do more than merely apply generic observation instruments for teacher evaluation, but also to consider how these tools reflect professional values, how elements of effective literacy instruction can be unearthed or included within them, and how teacher evaluation systems and policies can be used to increase students’ opportunities to develop literacy.
Evaluating Online Teaching: Implementing Best Practices
by Thomas J. Tobin B. Jean Mandernach Ann H. TaylorCreate a more effective system for evaluating online faculty Evaluating Online Teaching is the first comprehensive book to outline strategies for effectively measuring the quality of online teaching, providing the tools and guidance that faculty members and administrators need. The authors address challenges that colleges and universities face in creating effective online teacher evaluations, including organizational structure, institutional governance, faculty and administrator attitudes, and possible budget constraints. Through the integration of case studies and theory, the text provides practical solutions geared to address challenges and foster effective, efficient evaluations of online teaching. Readers gain access to rubrics, forms, and worksheets that they can customize to fit the needs of their unique institutions. Evaluation methods designed for face-to-face classrooms, from student surveys to administrative observations, are often applied to the online teaching environment, leaving reviewers and instructors with an ill-fitted and incomplete analysis. Evaluating Online Teaching shows how strategies for evaluating online teaching differ from those used in traditional classrooms and vary as a function of the nature, purpose, and focus of the evaluation. This book guides faculty members and administrators in crafting an evaluation process specifically suited to online teaching and learning, for more accurate feedback and better results. Readers will: Learn how to evaluate online teaching performance Examine best practices for student ratings of online teaching Discover methods and tools for gathering informal feedback Understand the online teaching evaluation life cycle The book concludes with an examination of strategies for fostering change across campus, as well as structures for creating a climate of assessment that includes online teaching as a component. Evaluating Online Teaching helps institutions rethink the evaluation process for online teaching, with the end goal of improving teaching and learning, student success, and institutional results.
Evaluating Professional Development
by Thomas R. GuskeyHow do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might improve the learning of students? Thomas R. Guskey explores the processes and procedures involved in evaluating professional development, from the very simple to the very complex, at five increasing levels of sophistication: Participants′ reactions to professional development How much participants learn Evaluating organizational support and change How participants use their new knowledge and skills Improvement in student learning . . . complete with sample evaluation forms, checklists, and helpful hints and tips.
Evaluating Professional Development
by Thomas R. GuskeyHow do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might improve the learning of students? Thomas R. Guskey explores the processes and procedures involved in evaluating professional development, from the very simple to the very complex, at five increasing levels of sophistication: Participants′ reactions to professional development How much participants learn Evaluating organizational support and change How participants use their new knowledge and skills Improvement in student learning . . . complete with sample evaluation forms, checklists, and helpful hints and tips.
Evaluating Programs to Increase Student Achievement
by Martin H. JasonThis updated edition on evaluating the effectiveness of school programs provides an expanded needs-assessment section, additional methods for data analysis, and tools for communicating program results.
Evaluating Research Articles From Start to Finish
by Ellen Robinson Girden Robert Ira KabacoffThis thoroughly updated new edition of the bestselling text trains students—potential researchers and consumers of research—to critically read a research article from start to finish. Containing 25 engaging samples of ideal and flawed research, the text helps students assess the soundness of the design and appropriateness of the statistical analyses.
Evaluating Research Efficiency of Chinese Universities
by Yongmei Hu Wenyan Liang Yipeng TangThis book employs the modern econometric approaches such as DEA, Malmquist Index and Tobit models to evaluate research effectiveness and productivity of research-oriented universities in China. On the basis of five-year longitudinal data of more than a hundred "Project 211" universities, this book illustrates the current status of the effectiveness and productivity of research-oriented universities , demonstrating regional differences, exploring dynamic changes and identifying underlying factors. Any researcher or policymaker who cares about the recent development in Chinese higher education in the 21st century will benefit from our in-depth analyses.
Evaluating Research: Methodology for People Who Need to Read Research
by Francis C. Dane Elliot Donald CarhartThe third edition of Evaluating Research by Francis C. Dane and Elliot Carhart provides students with the skills to read and evaluate research studies. Aimed at courses where it is more important for students to develop an understanding of methods, rather than conduct their own research, this book covers all aspects of reading social, behavioral, and health science research from the basics, such as the structure of reports and accessing research, as well as overviews of the main types of research methods. The authors emphasize critical reading skills to enable students to become experts in evaluating research, so students can decide whether to incorporate that research into their future professional activities. Each chapter includes an overview at the beginning and exercises at the end to reinforce the content learned. Starting from the basic principles of why we do research, the book moves readers through the practicalities of finding studies to the principles of the scientific method and how to break down and analyze research reports. New to the third edition, Understanding Checks placed throughout each chapter help students cement their learning. The organization of the book is now more logical, with a new chapter on accessing research up front and ending with a chapter on statistical analyses. New research examples throughout, including such topical examples as mindfulness, college attendance, and bias in healthcare, help students see the relevance of research in their lives.
Evaluating Research: Methodology for People Who Need to Read Research
by Francis C. Dane Elliot Donald CarhartThe third edition of Evaluating Research by Francis C. Dane and Elliot Carhart provides students with the skills to read and evaluate research studies. Aimed at courses where it is more important for students to develop an understanding of methods, rather than conduct their own research, this book covers all aspects of reading social, behavioral, and health science research from the basics, such as the structure of reports and accessing research, as well as overviews of the main types of research methods. The authors emphasize critical reading skills to enable students to become experts in evaluating research, so students can decide whether to incorporate that research into their future professional activities. Each chapter includes an overview at the beginning and exercises at the end to reinforce the content learned. Starting from the basic principles of why we do research, the book moves readers through the practicalities of finding studies to the principles of the scientific method and how to break down and analyze research reports. New to the third edition, Understanding Checks placed throughout each chapter help students cement their learning. The organization of the book is now more logical, with a new chapter on accessing research up front and ending with a chapter on statistical analyses. New research examples throughout, including such topical examples as mindfulness, college attendance, and bias in healthcare, help students see the relevance of research in their lives.
Evaluating School Programs: An Educator's Guide
by James R. Sanders Dr Carolyn D. SullinsThis updated edition of the bestseller features a five-step NCLB-based process that demonstrates how skillfully administered annual program evaluations result in lasting educational benefits.
Evaluating Schools: Dynamic Production of Scoring Decisions in the School Inspection Process
by Moritz G. SowadaThis book provides an analysis of how inspection teams evaluate schools – especially how they decide on assigning scores. It shows how the governance of schools through evaluation is enacted pragmatically. With its focus on the practice of evaluation by a group of external experts, it contributes to the expanding interdisciplinary field devoted to studying phenomena of the ‘evaluation society’ spanning from assessment research to programme evaluation, from the psychology of decision-making to the sociology of valuation and evaluation. Additionally, it argues that official inspection systems frame the inspection process, but cannot fully determine scoring practice. The implementation of official scoring guidelines is characterized by irreducible uncertainty requiring professional discretion for its resolution. Inspection teams thus must employ a flexible and pragmatic approach to finalize their scoring task. By drawing on empirical data from six observed inspection teams from two German states, it provides profound insights into how real evaluation decisions were made. This book is valuable to anyone seeking to understand evaluation in education – in particular scholars, policy-makers and educators in the field of school evaluation and accountability.
Evaluating Student Learning Outcomes in Counselor Education
by Casey A. Barrio Minton Donna M. Gibson Carrie A. Wachter MorrisThis timely text describes the role of program evaluation in counselor education and provides step-by-step guidance for faculty seeking to develop comprehensive Student Learning Outcome (SLO) evaluation plans to meet accountability expectations. It serves as a blueprint for demystifying the SLO process and making the switch from an input-based measure of productivity that focuses on what counseling programs do, to an outcome-based approach that concentrates on the quality of learning through evidence-based assessment of students’ knowledge and skills. The first and second parts of the book lay the foundation for the SLO process and provide practical guidance for identifying and developing direct and indirect measures of student learning. Part III offers strategies for creating measures; collecting, managing, and reporting student data; and using data to ensure competence. In Part IV, counselor educators across the country offer hands-on application through a wide variety of SLO activities and rubrics linked to each of the curricular and specialty areas of the 2016 CACREP Standards. *Requests for digital versions from the ACA can be found on wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to permissions@counseling.org
Evaluating Teacher Quality in Higher Education
by Robert Aylett Kenneth GregoryDrawing on material presented at a one day conference, this collection addresses the need to recognize academics' contributions to higher education, as well as the ways in which academics' efforts in the teaching and learning process can be acknowledged and suitably rewarded.
Evaluating Teachers And Administrators: A Performance Objectives Approach
by George B. RedfernStressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers such often-neglected topics as evaluation of substandard performance, assessment of the performance of administrators and supervisors, evaluation as an administrative tool in education management, and the potential pitfalls inherent in the evaluation process. The book closes with detailed suggestions for developing or revising programs for personnel evaluation.
Evaluating Teaching Practices in Graduate Programs (SpringerBriefs in Education)
by Jesús Gabalán-Coello Michel Laurier Fredy Eduardo Vásquez-RizoThis book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders’ perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions.
Evaluating Teaching and Learning: A practical handbook for colleges, universities and the scholarship of teaching
by David Kember Paul GinnsEvery semester, colleges and universities ask students to complete innumerable course and teaching evaluation questionnaires to evaluate the learning and teaching in courses they have taken. For many universities it is a requirement that all courses be evaluated every semester. The laudable rationale is that the feedback provided will enable instructors to improve their teaching and the curriculum, thus enhancing the quality of student learning. In spite of this there is little evidence that it does improve the quality of teaching and learning. Ratings only improve if the instruments and the presentation of results are sufficiently diagnostic to identify potential improvements and there is effective counselling. Evaluating Teaching and Learning explains how evaluation can be more effective in enhancing the quality of teaching and learning and introduces broader and more diverse forms of evaluation. This guide explains how to develop questionnaires and protocols which are valid, reliabile and diagnostic. It also contains proven instruments that have undergone appropriate testing procedures, together with a substantial item bank. The book looks at the specific national frameworks for the evaluation of teaching in use in the USA, UK and Australia. It caters for diverse methodologies, both quantitative and qualitative and offers solutions that allow evaluation at a wide range of levels: from classrooms to programmes to departments and entire institutions. With detail on all aspects of the main evaluation techniques and instruments, the authors show how effective evaluation can make use of a variety of approaches and combine them into an effective project. With a companion website which has listings of the questionnaires and item bank, this book will be of interest to those concerned with organising and conducting evaluation in a college, university, faculty or department. It will also appeal to those engaged in the scholarship of teaching and learning.
Evaluating Teaching: A Guide to Current Thinking and Best Practice
by James H. StrongeThis invaluable resource demonstrates how to foster the development of highly qualified teachers through designing and implementing a solid teacher evaluation system.
Evaluating Training Programs: The Four Levels (3rd edition)
by Donald L. Kirkpatrick James D. KirkpatrickIn this manual, the authors provide a model for evaluating training programs based on four levels: reaction, learning, behavior, and results. The book is supplemented with sample survey forms and includes actual case studies from various organizations which allow the reader to apply them to different types of training. This third edition includes a new chapter on e-learning as well as eleven new case studies. Implementing the results of the evaluations is a focus. An index is included. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)
Evaluating Transition to School Programs: Learning from Research and Practice
by Bob Perry Sue DockettTransition to school represents a time of great change for all involved. Many transition to school programs have been developed to support positive transitions to school. While these programs have involved complex planning and implementation, often they have not been evaluated in rigorous or systematic ways. This book brings together Australian and international perspectives on research and practice to explore approaches to evaluating transition to school programs. For children, school is quite different from anything else they have experienced. For families and educators, there are considerable changes as they interact with new people and take on new roles. Developing effective transition to school programs is a key policy initiative around the world, based on recognition of the importance of a positive start to school and the impact of this for future school engagement and outcomes. Throughout the chapters of this book, authors from Australia, Germany, Sweden, Ireland and Jamaica share examples of evaluation practice, with the aim of encouraging educators to reflect on their own contexts and adopt evaluation practices that are relevant and appropriate for them. The book brings together the fields of evaluation research and transition to school. A wide range of examples and figures is used to relate research and practice and to illustrate possible applications of evaluation strategies. Evaluating Transition to School Programs highlights the importance of multiple perspectives of the transition to school and offers suggestions about how the perspectives of children, families, educators and community members might be included and analysed in evaluation strategies. Other themes throughout the book include the importance of collaboration, respectful and trusting relationships, practitioner-driven inquiry, strengths-based approaches and developing programs that are responsive to context. This book is written for educators and leaders in early years and primary school settings, and will also be of interest to researchers, students and policy makers in the field.
Evaluating What Good Teachers Do: Eight Research-Based Standards for Assessing Teacher Excellence
by James StrongeThis book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics.
Evaluating a Course
by David Stevens Ian Forsyth Alan JolliffeThis practical guide demonstrates the place of different types of assessment in education. There are tables, charts, figures and practical tips to help make course evaluation easier. This edition includes information on using the Internet as part of a course.