Curriculum Evaluation A to Z

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One quick term per letter, derived from curriculum evaluation content.

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Gremel Mark Obra

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Curriculum Evaluation A to ZVersión en línea One quick term per letter, derived from curriculum evaluation content. por Gremel Mark Obra A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Starts with A Conditions existing prior to curriculum evaluation that may relate to outcomes Starts with B Noted references or standards used to compare program performance (implicit in evaluating against standards) Starts with C External or internal environment in which a program operates that shapes evaluation decisions Starts with D Gap between current status and desired status identified in needs assessment Starts with E Actual outcomes or aims used to judge whether a program meets its goals Starts with F Evaluation carried out during development to inform modification and improvement Starts with G Intended ends or objectives guiding curriculum evaluation Starts with H Layered structure of evaluation levels or data sources used to organize findings Starts with I Resources and designs fed into a program for implementation and future evaluation Starts with J Assessment of data describing whether outcomes meet external standards and needs Starts with K Four-level model measuring reaction, learning, transfer, and results of training Starts with L Sequential stages in Kirkpatrick’s evaluation framework (Level 1 to 4) Starts with M Approach for determining effects, comparing with needs, and choosing independent variables Starts with N Requirements identified in context of industry, society, and student mobility that drive evaluation Starts with O Results or impacts of instruction on learners and stakeholders Starts with P Transactions and activities during education that constitute the execution of the program Starts with Q Standards used to judge program effectiveness and maintain improvement Starts with R Consistency of evaluation results across time and observers Starts with S Evaluation approach focusing on description and judgement of data from multiple viewpoints Starts with T Model emphasizing instructional objectives and measurement of progress toward them Starts with U Use of evaluation findings to improve facilities, processes, and learning activities Starts with V Accuracy of evaluation conclusions with respect to what they are intended to measure Starts with W Contextual example showing how outcomes relate to wage and salary structures in some evaluations Starts with X Markup format mentioned for structuring data in related evaluation materials Starts with Y Group whose mobility and needs may influence assessment and program design Starts with Z Notion of prioritizing elements in evaluation, conceptually tied to ordering data by importance

Curriculum Evaluation A to ZVersión en línea

One quick term per letter, derived from curriculum evaluation content.

por Gremel Mark Obra

Starts with A

Conditions existing prior to curriculum evaluation that may relate to outcomes

Starts with B

Noted references or standards used to compare program performance (implicit in evaluating against standards)

Starts with C

External or internal environment in which a program operates that shapes evaluation decisions

Starts with D

Gap between current status and desired status identified in needs assessment

Starts with E

Actual outcomes or aims used to judge whether a program meets its goals

Starts with F

Evaluation carried out during development to inform modification and improvement

Starts with G

Intended ends or objectives guiding curriculum evaluation

Starts with H

Layered structure of evaluation levels or data sources used to organize findings

Starts with I

Resources and designs fed into a program for implementation and future evaluation

Starts with J

Assessment of data describing whether outcomes meet external standards and needs

Starts with K

Four-level model measuring reaction, learning, transfer, and results of training

Starts with L

Sequential stages in Kirkpatrick’s evaluation framework (Level 1 to 4)

Starts with M

Approach for determining effects, comparing with needs, and choosing independent variables

Starts with N

Requirements identified in context of industry, society, and student mobility that drive evaluation

Starts with O

Results or impacts of instruction on learners and stakeholders

Starts with P

Transactions and activities during education that constitute the execution of the program

Starts with Q

Standards used to judge program effectiveness and maintain improvement

Starts with R

Consistency of evaluation results across time and observers

Starts with S

Evaluation approach focusing on description and judgement of data from multiple viewpoints

Starts with T

Model emphasizing instructional objectives and measurement of progress toward them

Starts with U

Use of evaluation findings to improve facilities, processes, and learning activities

Starts with V

Accuracy of evaluation conclusions with respect to what they are intended to measure

Starts with W

Contextual example showing how outcomes relate to wage and salary structures in some evaluations

Starts with X

Markup format mentioned for structuring data in related evaluation materials

Starts with Y

Group whose mobility and needs may influence assessment and program design

Starts with Z

Notion of prioritizing elements in evaluation, conceptually tied to ordering data by importance

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Curriculum Evaluation A to Z

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Curriculum Evaluation A to ZVersión en línea

por Gremel Mark Obra

Starts with A

Conditions existing prior to curriculum evaluation that may relate to outcomes

Starts with B

Noted references or standards used to compare program performance (implicit in evaluating against standards)

Starts with C

External or internal environment in which a program operates that shapes evaluation decisions

Starts with D

Gap between current status and desired status identified in needs assessment

Starts with E

Actual outcomes or aims used to judge whether a program meets its goals

Starts with F

Evaluation carried out during development to inform modification and improvement

Starts with G

Intended ends or objectives guiding curriculum evaluation

Starts with H

Layered structure of evaluation levels or data sources used to organize findings

Starts with I

Resources and designs fed into a program for implementation and future evaluation

Starts with J

Assessment of data describing whether outcomes meet external standards and needs

Starts with K

Four-level model measuring reaction, learning, transfer, and results of training

Starts with L

Sequential stages in Kirkpatrick’s evaluation framework (Level 1 to 4)

Starts with M

Approach for determining effects, comparing with needs, and choosing independent variables

Starts with N

Requirements identified in context of industry, society, and student mobility that drive evaluation

Starts with O

Results or impacts of instruction on learners and stakeholders

Starts with P

Transactions and activities during education that constitute the execution of the program

Starts with Q

Standards used to judge program effectiveness and maintain improvement

Starts with R

Consistency of evaluation results across time and observers

Starts with S

Evaluation approach focusing on description and judgement of data from multiple viewpoints

Starts with T

Model emphasizing instructional objectives and measurement of progress toward them

Starts with U

Use of evaluation findings to improve facilities, processes, and learning activities

Starts with V

Accuracy of evaluation conclusions with respect to what they are intended to measure

Starts with W

Contextual example showing how outcomes relate to wage and salary structures in some evaluations

Starts with X

Markup format mentioned for structuring data in related evaluation materials

Starts with Y

Group whose mobility and needs may influence assessment and program design

Starts with Z

Notion of prioritizing elements in evaluation, conceptually tied to ordering data by importance