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1.
Performance improvement interventions, including training, are investments that can yield identifiable payoffs for an organization in the form of better job performance. Evaluation is vital to continuous improvement of human performance in the workplace. Without measures of effectiveness, organizations do not know whether dollars are being spent wisely and, consequently, whether to continue, modify, or improve performance interventions. There are several approaches for the evaluation of training programs. Few adequately cover the broader perspective of performance improvement. Various schemes and terms are used to describe facets for evaluating training programs. However, sometimes different terms describe the same event. At other times, quite different training evaluation activities are discussed by different authors using the same terms. The present article reviews six overall evaluation perspectives of corporate training programs: Kirkpatrick's four‐level approach; the CIRO approach; Hamblin's five‐level approach; Florida State University approach; Indiana University approach; and Phillips' five‐level approach. And four research areas for further study are recommended: overall evaluation models, causal relationships between evaluation categories, systematic research on how to evaluate the various categories, and appropriate uses of the results of evaluations. 相似文献
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《理论付诸实践》2012,51(4):290-296
This article examines major unresolved challenges in the assessment of pre-K–grade 12 multilingual students in US public schools. The ethnic educator approach advocates for a change of paradigms in assessment, one that abandons the medical model to incorporate socio-constructivist theoretical perspectives and pluralistic and progressive social justice ideologies that respect, value, and celebrate the cultural-linguistic diversity of bilingual/multilingual students. Past, present, and future challenges in the assessment of multilingual students are discussed, emphasizing the need: (a) for teacher preparation programs to include training in classroom-based assessments, (b) to use the students' first language for linking assessment to academic competence across content areas, and (c) to use classroom-based assessments representing the students' cultural and socio-economic status (SES) backgrounds. Some recommendations for future research on best practices in the assessment of bilingual/multilingual students are made. 相似文献
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Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning 总被引：1，自引：0，他引：1
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who participate in a constructivist learning environment change their perception of assessment demands towards more deep level demands? (2) Do students in a constructivist learning environment change their approaches to learning towards a more deep approach to learning? (3) Is there a relation between change in approaches to learning and change in the perceptions of the assessment demands? Students following the course ‘Education and psychology’ of the teacher training program at the University of Antwerp completed questionnaires during the first, the second and the final lesson of the course. One questionnaire measured their approaches to learning and the other their general perceptions of the assessment demands. The course ‘Education and psychology’ can be labelled as a ‘constructivist learning environment’ with congruent assessment methods. Results of the paired sampled t-tests indicated that students indeed do change their perceptions of assessment demands towards more deep level demands. However, the results also indicated that students did not change their approach to learning towards a more deep approach. On the contrary, students seem to develop more surface approaches to learning during the course. Correlation analyses indicated that only changes of perceptions of assessment demands towards less surface levels are significantly related to changes in approaches to learning, towards a more surface approach. Results of the stepwise multiple regression analyses indicated that students’ approach to learning at the beginning of the course seems to have a higher impact on the extent to which they change their approach to learning than how students perceive the demands of the assessment within the course. These results point us to the complexity of the relationship between the learning environment, the students’ perceptions of assessment demands, and students’ approaches to learning. 相似文献
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Laura A. Nabors Mark D. Weist Nancy A. Tashman C. Patrick Myers 《Psychology in the schools》1999,36(6):485-493
Clinicians affiliated with expanded school mental health (ESMH) programs provide a range of mental health services for youth in schools. ESMH services offer unique opportunities for collaboration between school psychologists and mental health clinicians from the community to increase the quality of care for youth receiving mental health services. The number of ESMH programs is increasing; therefore, developing quality assurance (QA) activities for these programs is important to document accountability and provide evidence for effectiveness. In this paper, suggestions for phases and objectives for QA programs in ESMH programs and examples of suggested activities are presented. Assessment of the program structure as well as treatment process and outcome are critical phases. Important QA activities include examining staff training activities, assessment of stakeholder perceptions of services, conducting satisfaction surveys, examining therapy process, and investigating treatment outcomes. Results of QA evaluations should inform policy.QA programs need to be developed and the impact of QA activities in enhancing the quality of care provided by clinicians in schools should be evaluated. © 1999 John Wiley & Sons, Inc. 相似文献
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Of the growing number of training programs in mainstreaming competencies reported, only a few have used naturalistic observations to evaluate the impact of these interventions. The purpose of the present study was to evaluate the effectiveness of a preparation program in mainstreaming for regular teachers on attitudes, management styles and mainstreamed pupil behaviour. Thirty prospective teachers, including 15 trained in special education (the experimental group) and 15 controls were each observed interacting with a mainstreamed and matched comparison pupil. Findings revealed that (a) training was effective in modifying attitudes toward mainstreaming by experimental teachers; (b) mainstreamed pupils in control teacher classrooms displayed significantly less appropriate classroom behaviours than their comparison peers; and (c) experimental and control teachers did not differ significantly in the management techniques employed. Both groups, however, reacted differently toward mainstreamed pupils than toward their matched classmates. Implications for preparation programs for regular educators are discussed. 相似文献
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This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically. 相似文献
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David Preece 《Support for Learning》2014,29(2):136-153
Though professionals working with children on the autism spectrum who display challenging behaviour routinely receive training in the use of both positive behavioural support techniques and physical interventions, such training is rarely provided for the parents of these children. This article reports on the impact of training provided for family members associated with eight children aged 7–11 years who were associated with the same special school. Participants were surveyed before and after training, and at a 12‐week follow‐up session. Data were triangulated by interviewing staff providing and supporting the training. The results suggest that attending the training increased parents' confidence in understanding and managing the child's behaviour, and reduced the use of physical interventions. Positive factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified. 相似文献
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Albert J. Cotugno 《Psychology in the schools》1980,17(2):222-240
An overview of anorexia nervosa and a brief review of the most relevant literature is presented. The unique treatment needs of the anorexic child are discussed in terms of their overall influence, and particularly in view of typical cognitive and educational demands on the child. The psychoeducational approach is elaborated and applied to this understanding of the anorexic child. Issues that arise in dealing with the anorexic child in the classroom are discussed, and specific interventions and techniques are described. Primary goals for this treatment technique are elaborated, and case material demonstrating how these issues would be managed in the psychoeducational setting is presented. 相似文献
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There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed. 相似文献
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John F. Witte 《Peabody Journal of Education》2013,88(4):617-644
This article proposes that states create low-income targeted voucher programs for 3- and/or 4-year-olds. The basis for this proposal is considerable research demonstrating long-term effects for a number of random assignment and quasi-experimental preschool programs. Benefit–costs rates of return for these programs are between $2 and $16 for every dollar invested. These results are also consistent with developmental and neuro-biological studies supporting early childhood interventions. Other research shows that low-income students are less likely to be in preschool, and if they are, they are more likely to receive low-quality services. Taken together, and to control costs, I propose an income-targeted program. I argue for vouchers based on improved equal opportunity and higher efficiency in the delivery of preschool services. Design details are generally to be the province of state decision makers. My one caveat is that it seems to make sense to require programs, at least for 4-year-olds, to be center based. 相似文献
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Lizanne DeStefano Susan P. Maude Sandra Heinzel Crews Linda Mabry 《Early education and development》1992,3(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
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Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005. 相似文献
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《Early education and development》2013,24(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
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The purpose of this study was to investigate alternative methods for evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs. In the first part of the study, scores obtained by a large sample of deaf students on the ACT Assessment (ACT Composite score and scores on the ACT English and Reading tests) were compared to their scores on various measures of English language and literacy skills. In the second part of the study, the performance of a smaller sample of deaf students on the ESL Reading and ESL Grammar/Usage components of COMPASS/ESL was compared to their performance on a set of concurrent measures of English skills. The results of this investigation demonstrate that neither the ACT Assessment nor COMPASS/ESL are appropriate for the full range of deaf students seeking admission to postsecondary educational programs. However, the ACT Assessment is appropriate for deaf students seeking admission to transferable (BS and AAS) degree programs, and the ESL Reading and Grammar/Usage tests appear to be appropriate for deaf students seeking admission to nontransferable (AOS) degree programs. Taken together, the combination of the ACT Assessment and COMPASS/ESL appear able to provide a valid, reliable, and coherent approach to admissions screening assessment for the full range of deaf students seeking admission to postsecondary programs. 相似文献
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《International Journal of Educational Research》1987,11(5):589-600
An increasing interest in nonverbal communication as an aspect of teacher training reflects the steady accumulation of research evidence regarding its importance for effective teaching. The present review of training research shows that nonverbal behaviors not only serve to communicate teacher expectations and attitudes and to regulate classroom interactions, but also to promote pupils' understanding of verbal material by structuring and illustrating its contents. With few exceptions, nonverbal behavior training programs have employed direct training strategies designed to influence specific rather than global classroom behaviors. The available evidence shows that these programs are effective, while the effectiveness of programs using indirect training is uncertain given its limited research base. By extending this approach to incorporate an indirect-global dimension it should be possible to broaden and deepen the impact of training. This chapter argues that improvisational play and game-like activities constitute one such extension and simultaneously provide for a multidimensional conceptualization of the classroom teacher's role. 相似文献
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In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers. 相似文献
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In this digital ITEMS module, Dr. Sue Lottridge, Amy Burkhardt, and Dr. Michelle Boyer provide an overview of automated scoring. Automated scoring is the use of computer algorithms to score unconstrained open-ended test items by mimicking human scoring. The use of automated scoring is increasing in educational assessment programs because it allows scores to be returned faster at lower cost. In the module, they discuss automated scoring from a number of perspectives. First, they discuss benefits and weaknesses of automated scoring, and what psychometricians should know about automated scoring. Next, they describe the overall process of automated scoring, moving from data collection to engine training to operational scoring. Then, they describe how automated scoring systems work, including the basic functions around score prediction as well as other flagging methods. Finally, they conclude with a discussion of the specific validity demands around automated scoring and how they align with the larger validity demands around test scores. Two data activities are provided. The first is an interactive activity that allows the user to train and evaluate a simple automated scoring engine. The second is a worked example that examines the impact of rater error on test scores. The digital module contains a link to an interactive web application as well as its R-Shiny code, diagnostic quiz questions, activities, curated resources, and a glossary. 相似文献
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我国职业培训、评估、考试与发证体系有其基本特性,如针对特定岗位需求、关注最终获得的工作能力、考核方式重岗位表现等。适任培训是适任体系的基础,需选择合适的培训教员,设定弹性培训标准,建立严格的质量监控体系。职业适任考试与评估应遵循标准参照原则,选择多样化评测方法,考试要坚持内容、标准、试题的有效性和考试的可靠性。同时,在适任体系的授权、加强课程务实性、关注体系运作经济性、完善试题质量等方面应出台相应措施。 相似文献
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The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001 相似文献