A Framework for Evaluating the Consequences Programs of Assessment

How can the enterprise of looking at the consequences of testing in America be moved forward? What are the responsibilities of the key actors? How can we accumulate the evidence that we need?     

A Framework for Evaluating Implementation of Community College Workforce Education Partnerships and Programs

Greater investments in community college workforce education are fostering large-scale partnerships between employers and educators. However, the evaluation work in this area has focused on outcome and productivity metrics, rather than addressing measures of implementation quality, which is critical to scaling any innovation. To deepen understanding of the field, sound metrics need to be assembled of the processes involved in workforce education (e.g., partnering with employers, designing and delivering instruction). This article addresses that gap with the Workforce Education Implementation Evaluation (WEIE) framework. Relying on five case studies of employer-community college collaborations, and drawing on labor-market analysis methods, partnership capital and regional ecosystem theory, and the learning sciences, the WEIE framework provides tools to characterize implementation quality. To illustrate how it works, we have applied the framework to two contrasting cases that represent the predominant approaches to engaging employers in workforce education programming: large-scale partnership and employer outreach.     

A Comprehensive Model for Developing and Evaluating Study Abroad Programs in Counselor Education

This paper introduces a model to guide the process of designing and evaluating study abroad programs, addressing particular stages and influential factors. The main purpose of the model is to serve as a basic structure for those who want to develop their own program or evaluate previous cultural immersion experiences. The model is based on the existing literature, actual experience in designing short-term programs, and on the theoretical evaluation principles of Appreciative Inquiry (Dunlap 2008) and Logic Models (Renger and Titcomb 2002).     

Evaluating Classroom Assessment Training in Teacher Education Programs

What should training for teachers look like? Do our assessment practices align well with what we would like our students to do? How can you self-assess assessment training at your institution?     

Evaluating Teacher Education Programs Using a National Survey

Abstract

The authors used the National Survey of Teacher Education Program Graduates, developed by Freeman, Loadman, and Kennedy (1991), to evaluate the baccalaureate and master's of education (M.Ed.) teacher education programs at a major Carnegie I research university. The instrument's 4 measures—acting as proxies for teacher education graduate careers, quality of program, teaching skills, and teaching knowledge satisfaction—were compared with national norms from other teacher education programs across the country. The survey data from the class of 1996, consisting of 263 baccalaureate graduates and 171 M.Ed, graduates, suggested that they were generally very positive about their programs and careers. In general, the baccalaureate and M.Ed. graduate responses on all 4 measures were more alike than different. Both groups of 1996 graduates rated the measures more positively than the national norms.     

高级技工教育实验教学方案探析

当前,技工教育实验教学仍采用传统的教学思路,学生对仪器无法课前预习,课后无法对实验内容及过程进行复习,课堂上教师讲授又受时间的限制,导致实验效果较差。将计算机技术应用到实验教学中,利用计算机仿真软件模拟实验,应用网络课件弥补课堂教学不足,不仅能提高实验效率,而且还拓展了学生学习的时空。     

电气动程序步进控制的设计与应用

在利用德国费斯托公司气动训练设备进行教学研究的过程中,对电气动程序步进控制进行了深入的研究和分析,得出一种有规律可循的电气动步进控制模式：步进输入控制模式和步进输出控制模式．在电气动程序控制中采用这种步进控制模式,可以简化复杂电气回路的设计．以铣床央持器电气动程序控制系统为例,设计了系统的位移一步骤图、工作流程图、气动回路图及电气控制回路图,验证了步进控制模式的可行性及正确性．     

Evaluating the Economic and Social Impact of Vocational Rehabilitation Programs in Victoria

The purpose of this paper is to identify some key issues involved in developing economic and societal impact indicators for vocational rehabilitation outcomes. A case study approach is adopted which focuses on the role and performance of the Victorian Accident Rehabilitation Council (VARC)—a key agency in the recently established (September, 1985) WorkCare system in the State of Victoria. This paper is, in part, an outgrowth of a recently completed management review of VARC (Parliamentary Joint Committee on WorkCare, 1988), but it also reflects a number of longstanding concerns by the author in the specification of objectives and performance indicators—internal, client specific, and societal—of public agencies. VARC has not been singled out because its approach and commitment to performance indicators is significantly different than those of other agencies in Victoria or other public sector jurisdictions in Australia, but because it is, in fact, typical.     

Doctoral Student Persistence in Counselor Education Programs: Student–Program Match

The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed.     

基于面向对象方法的实验操作考核评分系统

介绍了化工原理实验操作过程的考核专家系统的开发过程。针对实验操作过程的知识表示和推理的特点，运用面向对象技术的分析和设计方法，采用C^ 语言作为实现手段，构建了一个实验操作考核评分系统的框架。在此基础上，通过添加相关知识，建立了化工原理实验的操作考核评分系统。     

When Implementation Threatens Impact: Challenging Lessons From Evaluating Educational Programs

For more than 3 decades, researchers have catalogued, described, and analyzed educational program implementation. As a result of this tradition, current wisdom and conventions of sound practice now recognize the value of studying implementation, both as a subject of interest in its own right and as a source of useful information about program impact as well. In this article, the authors focus attention on the relationship between meaningful program implementation and their capacity to assess the impact of James P. Comer's School Development Program (SDP) in a large-scale study. The evaluation of the SDP under discussion, which was initially designed to assess variability in implementation and impact, ultimately examined only implementation-and not by choice, but rather by necessity-because the introduction of the SDP as a viable reform strategy had either stopped altogether or had progressed at a much more leisurely pace than planned. The authors outline the many facets of implementation that had slowed down or gone awry, and they describe subsequent studies that benefited from their experiences with this first SDP study. Although field-driven realities will always play a deservedly central role in the evaluation of school-based programs, the authors offer a set of recommendations to funders and policymakers about how implementation challenges might be better anticipated and managed.     

The Role of Graduate Programs as Gatekeepers: A Model for Evaluating Student Counselor Competence

Current literature indicates that in addition to academic ability, counselor educators must also assess students' personal characteristics and clinical skills. Given the increased awareness of the possible damage caused by counselors who do not possess the personal qualities and requisite skills, faculty may be expected to serve as gatekeepers for the profession. This article reviews the ethical and legal mandates relevant to developing and implementing a gatekeeping model. It presents a model endorsed, in principle, by the Texas Association of Counselor Educators that uses a behaviorally specific student evaluation instrument developed in accordance with competencies outlined in the American Counseling Association (1995) Code of Ethics and Standards of Practice.     

我国专业学位教育质量评估方式探讨——基于SERVQUAL量表

论述了在我国专业学位教育中推行服务质量感知量化测评的意义;在对国际上应用范围较广的测评工具SERVQUAL量表进行简介的基础上,对其核心--通用测评指标体系进行了适用于专业学位教育服务质量测评的重构,并从新的视角对测评结果进行了综合运用,从而为专业学位教育服务质量的定量分析提供了一种新的工具.     

基于外语“磨蚀理论”的大学英语教学实验分析报告

将外语＂磨蚀＂理论与大学英语教学相结合,提出了大学英语教学策略,更新教学观念,制定合理的教学目标和教学大纲,创新教学内容,优化教学评价体系,采用五步教学法进行实验教学;采用了对比分析的研究方法,对实验结果进行了分析与总结。实验证明基于语言磨蚀的大学英语教学策略是可行的、有效的。     

元认知策略与词汇磨蚀

随着2012高中英语课程标准的出台,词汇教学的重要性越来越引起国内英语教育工作者的关注。该文从元认知策略的概念界定及其重要性入手,浅析如何将元认知策略应用于高中英语词汇教学中,减轻高中英语词汇磨蚀。     

A Comparison of Propensity Score Weighting Methods for Evaluating the Effects of Programs With Multiple Versions

This Monte Carlo simulation study compares methods to estimate the effects of programs with multiple versions when assignment of individuals to program version is not random. These methods use generalized propensity scores, which are predicted probabilities of receiving a particular level of the treatment conditional on covariates, to remove selection bias. The results indicate that inverse probability of treatment weighting (IPTW) removes the most bias, followed by optimal full matching (OFM), and marginal mean weighting through stratification (MMWTS). The study also compared standard error estimation with Taylor series linearization, bootstrapping and the jackknife across propensity score methods. With IPTW, these standard error estimation methods performed adequately, but standard errors estimates were biased in most conditions with OFM and MMWTS.     

搞好试点专业建设推动高职教学改革

本文从专业教学、课程体系和教学内容改革、师资队伍建设及保障等方面阐述了高职教育试点专业在建设中的成功作法。     

长学制直博生的学业压力、自我效能与学业坚持

通过调查问卷方法对西部某“985”高校长学制直博生进行研究,获得562份有效数据。结果发现,长学制直博生的学业坚持意愿呈现分化的趋势,男生比女生的学业坚持倾向更强,一年级学生比二年级的学业坚持倾向更强,人文学科学生比其他学科的学生坚持性更强。非学术压力总分较高,来源于就业、经济、照顾家庭、婚恋、同学竞争、学校管理沟通等方面。非学术压力对长学制直博生的学业坚持具有显著负向影响。自我效能对学业坚持有正向显著影响,但自我效能对压力和学业坚持的影响模式没有调节作用。最后提出了改善长学制直博生学业坚持的对策建议。