Which of these evaluations is most appropriate depends on the stage of your program: Type of Evaluation Purpose Formative 1. Needs Assessment Determines who needs the program, how great the need is, and what can be done to best meet the need.
For more information, Needs Assessment Training uses a practical training module to lead you through a series of interactive pages about needs assessment. Process or Implementation Evaluation Examines the process of implementing the program and determines whether the program is operating as planned. Can be done continuously or as a one-time assessment.
Results are used to improve the program. Summative 1. Outcome Evaluation Investigates to what extent the program is achieving its outcomes.
These outcomes are the short-term and medium-term changes in program participants that result directly from the program. Impact Evaluation Determines any broader, longer-term changes that have occurred as a result of the program. These impacts are the net effects, typically on the entire school, community, organization, society, or environment.
EE impact evaluations may focus on the educational, environmental quality, or human health impacts of EE programs. Before Program Begins. These summative evaluations build on data collected in the earlier stages. To what extent is the need being met? What can be done to address this need? What predicted and unpredicted impacts has the program had? Needs Assessment. Outcome Evaluation. Impact Evaluation. Evans' Short Course on Evaluation Basics : Good evaluation is tailored to your program and builds on existing evaluation knowledge and resources.
Good evaluation is inclusive. Good evaluation is honest. Good evaluation is replicable and its methods are as rigorous as circumstances allow. Developing and implementing such an evaluation system has many benefits including helping you to: better understand your target audiences' needs and how to meet these needs design objectives that are more achievable and measurable monitor progress toward objectives more effectively and efficiently learn more from evaluation increase your program's productivity and effectiveness To build and support an evaluation system: Couple evaluation with strategic planning.
Revisit and update your evaluation plan and logic model See Step 2 to make sure you are on track. Build an evaluation culture by rewarding participation in evaluation, offering evaluation capacity building opportunities, providing funding for evaluation, communicating a convincing and unified purpose for evaluation, and celebrating evaluation successes.
Lets start. Determines who needs the program, how great the need is, and what can be done to best meet the need. Examines the process of implementing the program and determines whether the program is operating as planned. Investigates to what extent the program is achieving its outcomes.
Determines any broader, longer-term changes that have occurred as a result of the program. Assessment for , as and of learning all have a role to play in supporting and improving student learning, and must be appropriately balanced. The most important part of assessment is the interpretation and use of the information that is gleaned for its intended purpose.
Assessment is embedded in the learning process. It is tightly interconnected with curriculum and instruction. Teachers use many different processes and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students.
In conjunction with using a variety of sound tools and processes, assessments must include those that are tailored to assess specific areas of educational need for example, reading or math and not merely those that are designed to provide a single general intelligence quotient, or IQ.
Another important component in evaluation is to ensure that assessment tools are not discriminatory on a racial or cultural basis. For many, English is not the native language; others use sign to communicate, or assistive or alternative augmentative communication devices. To assess such a child using a means of communication or response not highly familiar to the child raises the probability that the evaluation results will yield minimal, if any, information about what the child knows and can do.
This provision in the law is meant to protect children of different racial, cultural, or language backgrounds from misdiagnosis. Similarly, if a child speaks a language other than English or has limited English proficiency, he or she may not understand directions or words on tests and may be unable to answer correctly. As a result, a child may mistakenly appear to be a slow learner or to have a hearing or communication problem.
Sections Some school systems will hold a meeting where they consider only the eligibility of the child for special education and related services. An IEE means an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of your child. If you ask for an IEE, the public agency must provide you with, among other things, information about where an IEE may be obtained.
Who pays for the independent evaluation? The answer is that some IEEs are at public expense and others are paid for by the parents. The public agency may grant your request and pay for the IEE, or it may initiate a hearing to show that its own evaluation was appropriate. The public agency may ask why you object to the public evaluation. However, the agency may not require you to explain, and it may not unreasonably delay either providing the IEE at public expense or initiating a due process hearing to defend the public evaluation.
As part of a due process hearing, a hearing officer may also request an IEE; if so, that IEE must be at public expense. Whenever an IEE is publicly funded, that IEE must meet the same criteria that the public agency uses when it initiates an evaluation. The public agency must tell you what these criteria are—such as location of the evaluation and the qualifications of the examiner—and they must be the same criteria the public agency uses when it initiates an evaluation, to the extent they are consistent with your right to an IEE.
However, the public agency may not impose other conditions or timelines related to your obtaining an IEE at public expense. Of course, you have the right to have your child independently evaluated at any time at your own expense. Note: When the same tests are repeated within a short time period, the validity of the results can be seriously weakened. The results of this evaluation must be considered by the public agency, if it meets agency criteria, in any decision made with respect to providing your child with FAPE.
The results may also be presented as evidence at a hearing regarding your child. After the initial evaluation, evaluations must be conducted at least every three years generally called a triennial evaluation after your child has been placed in special education. Informed parental consent is also necessary for reevaluations. Your consent is not required for the review of existing data on your child.
If the group determines that additional data are needed, then the public agency must administer tests and other evaluation materials as needed to produce the data.
Prior to collecting this additional information, the agency must obtain your informed written consent. You may find the following sections of our website particularly helpful for understanding the requirements and responsibilities intrinsic to the special education process.
0コメント