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Article
Publication date: 1 February 1994

Glenn L. Immegart

In noting the human being′s propensity to value and evaluate, exploresfive levels of assessment from the casual to the very serious andrigorous. A distinction is made…

Abstract

In noting the human being′s propensity to value and evaluate, explores five levels of assessment from the casual to the very serious and rigorous. A distinction is made between management or normative appraisals and leadership or discretionary evaluations for organizational improvement and making a difference. The importance of rigorous assessment of the school by the school head or principal is underscored in the discussion of the why, what, and how of school evaluation for management and leadership by the head or principal.

Details

International Journal of Educational Management, vol. 8 no. 1
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 3 December 2013

Evaluation is the process by which we estimate how things should go, explore how things are going, and determine how things went in terms of course redesign. In this…

Abstract

Evaluation is the process by which we estimate how things should go, explore how things are going, and determine how things went in terms of course redesign. In this chapter, we examine formative and summative methods for assessing student learning and establishing teacher effectiveness and course quality. Evaluation is a subjective, value-laden process. To introduce the rigor needed to make it meaningful, evaluation should be multifaceted, planned in advance, made transparent to learners, and employ valid and reliable methods. Moving courses online presents both opportunities and challenges for evaluation. We explore ways to implement assessment to make full use of the advantages of technology while mitigating the problems associated with online delivery.

Details

Redesigning Courses for Online Delivery
Type: Book
ISBN: 978-1-78190-691-0

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Article
Publication date: 9 March 2021

Simeon Babatunde, Hatem El-Gohary and David Edwards

With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of…

Abstract

Purpose

With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs.

Design/methodology/approach

The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England.

Findings

The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education.

Originality/value

In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 22 December 2020

Diane Bender

Professional program assessment is necessary in an accreditation process, in order to ensure educational quality and public accountability. One avenue of assessment is…

Abstract

Purpose

Professional program assessment is necessary in an accreditation process, in order to ensure educational quality and public accountability. One avenue of assessment is through an internship. The challenge is to determine how evidence from this indirect learning experience can aid in accreditation. The purpose of this paper is to describe the use of internship supervisor evaluation feedback within the accreditation process for a professional interior design degree program.

Design/methodology/approach

In this study, internship assessment was provided by feedback from intern supervisors. Ten years of supervisor feedback were analyzed using descriptive statistics and a content analysis of supervisor comments.

Findings

Two hundred forty-seven internship supervisor evaluation documents were analyzed. Overall, supervisors positively evaluated the performance of the intern as Good to Excellent. A majority of supervisors (91%) provided comments that were positive yet vague, as most could not differentiate between the intern and the intern's performance.

Practical implications

This study links experiential learning to its evidence that can be used in an accreditation process. The challenges for educators in developing an assessment tool useful for accreditation evidence and to be shared by multiple program degree stakeholders are also described.

Originality/value

Research on internships usually focuses on the student's viewpoint. This study is original in that it examines the use of internship supervisor's evidence in program accreditation.

Details

Education + Training, vol. 63 no. 2
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 8 October 2018

Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications…

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

Findings

The paper provides a brief description for all 590 sources.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 10 November 2014

Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Findings

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 42 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Content available
Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey Gardner, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated…

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 12 August 2021

Mesut Akdere, Yeling Jiang and Flavio Destri Lobo

As new technologies such as immersive and augmented platforms emerge, training approaches are also transforming. The virtual reality (VR) platform provides a completely…

Abstract

Purpose

As new technologies such as immersive and augmented platforms emerge, training approaches are also transforming. The virtual reality (VR) platform provides a completely immersive learning experience for simulated training. Despite increased prevalence of these technologies, the extent literature is lagging behind in terms of evaluating and assessing such innovative training models. The purpose of this paper is to address this gap through exploring the traditional approaches of quantitative, qualitative and mixed methods as well as the cutting-edge biometric approach in the evaluation and assessment of the VR-based simulated training and discuss implications for simulated training based on immersive technologies.

Design/methodology/approach

Evaluation and assessment is one of the most critical components of training and development. Inaccurate or ineffective approaches to evaluate and assess training programs not only risk the successful attainment of training goals and outcomes, but they also harm trainees by misleading them about their training performances and experiences. This paper uses a review of existing literature to explore effective approaches for the evaluation and assessment of VR-based simulated training and conceptually discusses new capacities in capturing involuntary trainee reaction toward stimuli, in addition to traditional evaluation and assessment methods.

Findings

Immersive VR-based simulated training is uncharted territory for trainers and human resource development professionals. The findings indicate that existing approaches are still viable options for the evaluation and assessment of this new training technology. However, biometrics presents new frontiers in this arena through its capacity for obtaining trainee emotional responses to stimuli during training, as well as providing a venue free of personal bias and external influences in determining trainee perceptions.

Originality/value

This paper addresses an important gap in the field of training and development by studying the affordances of the latest biometric technology for evaluation and assessment in VR-based simulated training. The existing literature is very limited in its focus on immersive training technologies such as VR in general and evaluation and assessment in particular. The paper presents new insights to both researchers and practitioners in the field of training and development.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey Gardner, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 26 August 2014

Anthony Afful-Dadzie, Eric Afful-Dadzie, Stephen Nabareseh and Zuzana Komínková Oplatková

The purpose of this paper is to propose a new assessment methodology for the African Peer Review Mechanism (APRM) using fuzzy comprehensive evaluation method (FCEM) and

Abstract

Purpose

The purpose of this paper is to propose a new assessment methodology for the African Peer Review Mechanism (APRM) using fuzzy comprehensive evaluation method (FCEM) and the Delphi technique. The proposed approach by its design simplifies the review processes and also quantifies the outcome of the assessment result for easier interpretation and benchmarking among member countries. The proposed hybrid method demonstrates how the subjective APRM thematic areas and their objectives can be efficiently tracked country by country while addressing the key identified challenges.

Design/methodology/approach

Using a numerical example, a demonstration of how the APRM assessment could be carried is shown using the FCEM and the Delphi method. The APRM's own thematic areas are used as the evaluation factors and the weights are assigned using Delphi technique. A novel remark set is constructed to linguistically describe the performance of a country against each or all of the thematic areas. Then in line with the maximum membership degree principle, the position of the maximum number would correspond to its respective remark element to indicate the level of performance.

Findings

The result shows a hybrid method of FCEM and Delphi used to determine whether a member country has “achieved”, “on track”, “very likely to be achieved”, “possible if some changes are made” or “off-track” on the four focus areas of the APRM. The method provides a well-organized way of tracking progress of member countries. It is also an ideal method of tracking progress of individual thematic areas and objectives. Moreover, the simplicity of the proposed method, the preciseness of the final result it generates and the clear interpretation of the result makes it a stronger alternative to the current approach for assessing member countries.

Practical implications

The APRM is a respected body with the backing of the heads of state in Africa. As most African countries become conscious of the pressure to meet international standards as far as governance performance is concerned, this proposed assessment methodology if adopted would go a long way in improving performance evaluation on the continent.

Originality/value

The proposed methodology is unique in its simplicity and its ability to evaluate any of the APRM thematic areas independent of the others. This means an overall performance can be tracked as well as that of individual evaluation factors.

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