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Preparing for their use involves strategic thinking and continued vigilance in looking for opportunities to communicate and influence. Both of these should begin in the earliest stages of the process and continue throughout the evaluation. If recommendations aren't supported by enough evidence, or if they aren't in keeping with stakeholders' values, they can really undermine an evaluation's credibility. By contrast, an evaluation can be strengthened by recommendations that anticipate and react to what users will want to know. The process of justifying conclusions recognizes that evidence in an evaluation does not necessarily speak for itself.
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Participants are asked to assess their current level of knowledge/attitudes/skills/intentions AFTER experiencing the program and to reflect on their previous level of knowledge/attitudes/skills/intentions BEFORE experiencing the program. Penn State Program Evaluation offers information on collecting different forms of data and how to measure different community markers. Evaluating Your Community-Based Program is a handbook designed by the American Academy of Pediatrics covering a variety of topics related to evaluation. The propriety standards ensure that the evaluation is an ethical one, conducted with regard for the rights and interests of those involved. Indicators translate general concepts about the program and its expected effects into specific, measurable parts.
RecyClass revises Recyclability Evaluation Protocols and Design for Recycling Guidelines - Recycling Today
RecyClass revises Recyclability Evaluation Protocols and Design for Recycling Guidelines.
Posted: Fri, 02 Feb 2024 08:00:00 GMT [source]
A bibliometric analysis of the use of the Gamification Octalysis Framework in training: evidence from Web of Science
In other words, this tool could engage learners with an instructional process, leading to the achievement of learning outcomes29,45. This is consistent with previous research, where challenging content for simulated patients could make learners more engaged with a learning process55. However, the balance between task challenges and learner competencies is certainly required for the design of learning activities56,57. The authenticity of simulated patient and immediate feedback could also affect the game flow, leading to the enhancement of learner engagement45. These elements could engage participants with a learning process, leading to the enhancement of educational impact. While the terms surveillance and evaluation are often used interchangeably, each makes a distinctive contribution to a program, and it is important to clarify their different purposes.
Consider important elements of what is being evaluated
In fact, the evaluation questions, types of evaluands, or types of outcomes that decision makers or other evaluation stakeholders are interested in are diverse and do not lend themselves to one singular approach or method for evaluation. For particular types of questions there are usually several methodological options with different requirements and characteristics that are better suited than others. Throughout this guide, each guidance note presents what we take to be the most relevant questions that the approach or method addresses. The participants from the quantitative phase were selected for semi-structured interviews using a purposive sampling. This sampling method involved the selection of information-rich participants based on specific criteria deemed relevant to the research objective and to ensure a diverse representation of perspectives and experiences within the sample group38. In this research, the information considered for the purposive sampling included demographic data (e.g., sex and year of study), along with self-perceived assessment scores.
Analysis and synthesis are methods to discover and summarize an evaluation's findings. They are designed to detect patterns in evidence, either by isolating important findings (analysis) or by combining different sources of information to reach a larger understanding (synthesis). Mixed method evaluations require the separate analysis of each evidence element, as well as a synthesis of all sources to examine patterns that emerge. Deciphering facts from a given body of evidence involves deciding how to organize, classify, compare, and display information. These decisions are guided by the questions being asked, the types of data available, and especially by input from stakeholders and primary intended users.
Gather Credible Evidence
Equity-focused Strategies in a Federally Funded Evaluation of a Sexual Health Program - Child Trends
Equity-focused Strategies in a Federally Funded Evaluation of a Sexual Health Program.
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This research employed an explanatory sequential mixed-methods design, where a quantitative phase was firstly performed followed by a qualitative phase30,31. The quantitative phase was conducted based on pre-experimental research using one-group pretest–posttest design. Participants were requested to complete self-perceived assessments toward confidence and awareness in the use of teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire in using a gamified online role-play for training teledentistry.
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Support from the intended users will increase the likelihood that the evaluation results will be used for program improvement. All of these types of evaluation questions relate to part, but not all, of the logic model. Exhibits 3.1 and 3.2 show where in the logic model each type of evaluation would focus.
Guidelines
The time allocated for the gamified online role-play in this research was considered as appropriate, as participants believed that a 30-minutes period should be suitable to take information and afterwards give some advice to their patient. In addition, a 10-minutes discussion on how they interact with the patient could be supportive for participants to enhance their competencies in the use of teledentistry. There were 18 residents from Year 1 to 3 of the Residency Training Program in Advanced General Dentistry who participated in this research (six from each year).
Methods
The Joint Committee on Educational Evaluation developed "The Program Evaluation Standards" for this purpose. These standards, designed to assess evaluations of educational programs, are also relevant for programs and interventions related to community health and development. Program evaluation offers a way to understand and improve community health and development practice using methods that are useful, feasible, proper, and accurate. The framework described below is a practical non-prescriptive tool that summarizes in a logical order the important elements of program evaluation.
Implementation evaluations would focus on the inputs, activities, and outputs boxes and not be concerned with performance on outcomes. Effectiveness evaluations would do the opposite—focusing on some or all outcome boxes, but not necessarily on the activities that produced them. Efficiency evaluations care about the arrows linking inputs to activities/outputs—how much output is produced for a given level of inputs/resources.
Dissemination is the process of communicating the procedures or the lessons learned from an evaluation to relevant audiences in a timely, unbiased, and consistent fashion. Like other elements of the evaluation, the reporting strategy should be discussed in advance with intended users and other stakeholders. Planning effective communications also requires considering the timing, style, tone, message source, vehicle, and format of information products. Regardless of how communications are constructed, the goal for dissemination is to achieve full disclosure and impartial reporting. Follow-up refers to the support that many users need during the evaluation and after they receive evaluation findings.
It doesn’t account for the influence of other factors on the dependent variable, and it doesn’t tell you anything about trends of change or the progress of change during the evaluation period – only where participants were at the beginning and where they were at the end. It can help you determine whether certain kinds of things have happened – whether there’s been a reduction in the level of educational attainment or the amount of environmental pollution in a river, for instance – but it won’t tell you why. Despite its limitations, taking measures before and after the intervention is far better than no measures. Your research may be about determining how effective your program or effort is overall, which parts of it are working well and which need adjusting, or whether some participants respond to certain methods or conditions differently from others. If your results are to be reliable, you have to give the evaluation a structure that will tell you what you want to know. The appropriate design for a specific project depends on what the project team hopes to learn from a particular implementation and evaluation cycle.
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