Оценка образовательных инициатив

Оценка образовательных инициатив играет важнейшую роль в обеспечении их качества, эффективности и соответствия современным вызовам. Вот ключевые аспекты, которые обосновывают необходимость оценки образования, а также подходы к ее проведению.
Зачем нужна оценка в образовании?
1. Повышение качества обучения: Оценка помогает выявить слабые стороны в образовательных процессах, программах или подходах и улучшить их.
2. Поддержка принятия решений: На основе данных об успеваемости и удовлетворенности студентов принимаются обоснованные управленческие решения.
3. Соответствие ожиданиям общества и рынка: Оценка помогает адаптировать образовательные программы под актуальные потребности общества, работодателей и технологических изменений.
4. Подотчетность: В условиях растущих инвестиций в образование важно обосновывать, что ресурсы используются эффективно и достигают целей.
Как проводить оценку наиболее эффективно?
1. Четкие цели: Определите, что вы хотите измерить (успеваемость студентов, развитие навыков, удовлетворенность и т. д.).
2. Многоуровневый подход: Используйте количественные (опросы, тесты, данные об успеваемости) и качественные (интервью, наблюдения, кейс-методы) методы.
3. Долгосрочный анализ: Включайте механизмы мониторинга изменений и их влияния на протяжении времени.
4. Учёт обратной связи: Вовлеките участников (преподавателей, студентов) в процесс оценки, чтобы получить более полное понимание.
5. Технологии и данные: Используйте системы аналитики (Learning Analytics), которые дают доступ к большим данным для более точного анализа.
Пример анализа оценки образования
Оценка по методологии Kirkpatrick
Этот подход часто используется для оценки образовательных программ, особенно в корпоративной среде:
1. Уровень 1: Реакция
Измеряется удовлетворённость участников (опросы, отзывы).
Сильные стороны: Быстро и просто организовать.
Слабые стороны: Не отражает реального качества обучения.
2. Уровень 2: Обучение
Оценка приобретенных знаний и навыков (тесты, задания).
Сильные стороны: Чёткие результаты.
Слабые стороны: Ограничивается тестируемыми аспектами.
3. Уровень 3: Поведение
Изучение изменений в поведении после курса (наблюдение, отчёты).
Сильные стороны: Показывает практическое применение.
Слабые стороны: Сложность сбора данных.
4. Уровень 4: Результаты
Оценка долгосрочных результатов (эффективность компании, изменения в карьере).
Сильные стороны: Полный цикл влияния.
Слабые стороны: Высокая стоимость, необходимость длительного наблюдения.
Предложение оценки образования
Если бы я разрабатывал такую оценку, я бы выбрал подход, ориентированный на циркулярный процесс обратной связи. Основные элементы:
1. Цели: Удовлетворенность студентов, реальное усвоение знаний, применение на практике.
2. Методы:
o Качественные (глубинные интервью студентов, преподавателей).
o Количественные (опросы, анализ успеваемости).
o Практические задания (симуляции, кейсы).
3. Периоды оценки:
o После курса (краткосрочные изменения).
o Через 6 месяцев (применение знаний).
o Через год (долгосрочные эффекты).
4. Результаты: Предложения по обновлению программы, рекомендации по подходам к обучению.
Таким образом, оценка будет не просто измерением результатов, но и инструментом для постоянного совершенствования.

• Gaukhar Kodasheva

We need to evaluate what we do in education to ensure that quality standards are met in the training process and to continuously improve and enhance the quality of education to meet the needs of human resource users and protect the rights of learners.
To effectively evaluate education, it is necessary to:
_ Raise awareness among education managers, teachers, staff and students about educational quality assurance through management and direction information channels.
_ Strengthen propaganda work so that the whole community understands and supports and participates in implementing educational assessment work. In addition, leaders, specialists in charge of educational assessment work and managers of educational institutions must be proactive and creative in propaganda work through forums and other media. At the same time, it is necessary to disseminate knowledge and achieved evaluation results to create conditions for society to know and participate in monitoring educational quality.
_ Continue to train the team doing educational assessment work to ensure sufficient capacity to advise and assist schools in self-assessment and external assessment activities.

Educational Evaluation Model
Ralph W. Tyler plays an essential role in the development of educational evaluation and testing and his name is given to the period of evaluation development from 1930 to 1945 (Madaus & Stufflebeam, 2000). He is the father of the objective model, which is called Tylerian model or Tyler’s objective model, which was first created in the 1940s. This model has the basic principles involving matching the prebehavioral objectives with the actual outcome (Tyler, 1949). Evaluation is conceptualized in the view of Tyler as a comparison of intended outcomes with actual outcomes. In fact, as suggested by the name, Tyler’s model is based on the objective-oriented theory. The model considers curriculum as a means of aiming toward an educational object.
Strengths and weaknesses of Tyler’s objective model
Tyler’s objective model has several strengths in evaluation, especially in curriculum development. Obviously, Tyler’s model is based on the objective-oriented theory and this model considers curriculum as a means of aiming toward an educational object. The model aims at student’s developing behaviors as the curriculum target of teaching. It is certainly one innovation in the field of education in the early 20th century as the application of the Tyler’s model which is now used as an approach that helps to have better curriculum development in regard to the curriculum’s objectives (Chen, Chen, & Cheng, 2005). In fact, with the model’s development and innovation, Tyler’s objective model is now used to define objectives for the new curricula and assess the degree to which the objectives are later realized. Curriculum is viewed as a set of broadly planned schoolexperiences designed and implemented to help students achieve specified behavioral outcomes (Madaus & Stufflebeam, 2000).
Secondly, since Tyler’s model engages internal comparison of outcomes with objectives, evaluations using this model do not apply for costly and disruptive comparisons between experimental and control groups. The model calls for the measurement of behaviorally defined objectives, so an emphasis is put on learning outcomes instead of organizational and teaching inputs. In this case, the model helps to avoid the subjectivity of the professional judgment or accreditation approach (Madaus & Stufflebeam, 2000).
However, although the model is highly appreciated in regard to curriculum development, some criticisms on it can be found in the field of educational evaluation (Chen C., Chen Y. & Cheng, 2005; Huang & Yang, 2004; Stufflebeam & Shinkfield, 1985). Huang and Yang (2004) criticize that the model does not provide feedback mechanism to tell stakeholders or evaluators on how to deal with improvements. It means that the evaluation applying Tyler’s objective model has little use in improving a program and assessing the worth of a program. In addition, there is no connection between evaluation and organization. In the same way, Stufflebeam and Shinkfield (1985) point out some weaknesses of Tyler’s model like placing the evaluator in technical role, and focusing mainly on objectives.
Furthermore, despite the benefits that behavioral objectives bring to curriculum design, evaluation using Tyler’s objective model have some limitations. First, the evaluation focusing on behavior fails to evaluate objectives. Second, the objectives does not apply to all subjects or the design of a subject content (Huang & Yang, 2004). The objectives of the program or projects are not always stable and they can be changed to suit the context of the program’s implementation. Therefore, Tyler’s objective model cannot be applied to evaluate such programs or projects.
The final limitation of the Tyler’s objective model lies in its objective- based- nature. As the objectives can be changed at any time of the implementation of the program, the evaluation fails to evaluate the program with unstable objectives. Any educational program with unclearly defined objectives cannot be evaluated using Tyler’s objective model (Chen et al., 2005).

• Nguyễn Phương

Evaluation is a process of collecting and using evidence to judge the effectiveness of a social program or intervention. It's both a social and technical activity, involving the use of research methods to gather, analyze, and report on data. Evaluating educational practices is crucial for ensuring that programs offer high-quality education. It includes the following:
• Identifying strengths and weaknesses, leading to targeted improvements in teaching methods, curriculum, and resources.
• Ensuring that educational institutions and individuals are responsible for their respective performance and outcomes.
• Providing data-driven insights to support decision-making about resource allocation, policy development, and program implementation.
• Fosters a culture of continuous learning and adaptation to changing needs and contexts.
It is effective when it upholds clear and measurable goals and objectives for the individuals involved. Also, when it focuses on continuous improvement of the teaching-learning process considering contextualization of the lessons and integrating culture. Furthermore, it is effective when shared with stakeholders who play a great role in the entire teaching-learning process and adhere to ethical standards to improve educational practices and ensuring student success.

• Cindy Deguito

Evaluating what we do in education is crucial for several reasons. As a college math teacher in the Philippines, I see firsthand how evaluation helps improve both teaching and learning.

Evaluation allows us to understand what works and what doesn’t in our teaching methods. It helps us identify areas where students are struggling and where they are excelling. By evaluating our teaching practices, we can make informed decisions about how to adjust our methods to better meet the needs of our students. This continuous improvement ensures that we provide the best possible education.

To evaluate effectively, we need to use a variety of methods. This includes both formal assessments, like exams and quizzes, and informal assessments, like class discussions and student feedback. For example, in my math classes, I use quizzes to check for understanding of specific concepts and projects to assess students’ ability to apply what they’ve learned. I also encourage students to give feedback on my teaching, which helps me understand their perspectives and make necessary adjustments.

Another important aspect is using data from these evaluations to make changes. For instance, if I notice that many students are having trouble with a particular topic, I might spend more time on it in class or provide additional resources. It’s also helpful to collaborate with other teachers to share best practices and learn from each other’s experiences.

In summary, evaluating our teaching practices is essential for improving education. By using a variety of assessment methods and being open to feedback, we can ensure that we are meeting the needs of our students and helping them succeed. This approach not only benefits the students but also makes teaching a more rewarding experience.

• Cymber Orvie Quevedo

Evaluating what we do in education is important because it helps us understand if students are really learning. It’s like checking our work in a math problem. We don’t want students just to memorize things; we want them to understand and remember. Regular tests and getting feedback from students are good ways to check this.

To evaluate effectively, teachers should use a mix of methods. Tests and exams can show how well students know the material, but talking to students about what teaching methods work best for them is also important. Reflecting on your own teaching practices helps to see what worked and what didn’t. This keeps the classroom dynamic and ensures that teaching methods remain effective and engaging.

• Sarah Jean Cole

Evaluating educational practices is crucial for several reasons, primarily centered on enhancing student learning and outcomes. The core mission of education is to foster the development of students, and evaluation plays a pivotal role in determining the effectiveness of programs, teaching methods, and interventions. By assessing what works and what doesn’t, educators can refine their practices to better meet the diverse needs of their students. Additionally, evaluation serves as a mechanism for accountability. Since many educational programs are funded by public resources, it’s essential to demonstrate that these resources are utilized effectively and that programs achieve their intended goals. This accountability is vital for policymakers, administrators, and other stakeholders who rely on evidence to make informed decisions about educational initiatives.

Informed decision-making is another significant benefit of evaluation. Educational leaders and teachers need reliable data to guide decisions about curriculum design, instructional strategies, and resource allocation. Evaluation provides the evidence necessary for these decisions, ensuring they are based on data rather than assumptions or traditions. Furthermore, evaluation plays a key role in promoting equity and inclusion within the educational landscape. By revealing disparities in educational opportunities and outcomes among different student populations, evaluation can identify areas that require attention and intervention, helping to ensure all students have access to quality education. Ultimately, evaluation fosters a culture of continuous improvement, encouraging regular reflection, feedback, and adaptation in educational practices, which is essential for responding to the evolving needs of students and society.

How to Evaluate Education Most Effectively

To evaluate education effectively, it is crucial first to clarify the purpose of the evaluation. Identifying why the evaluation is being conducted—whether for program improvement, accountability, or informed decision-making—sets the stage for the evaluation process and shapes the data collected. Engaging stakeholders, including teachers, students, parents, and administrators, is also essential. Their perspectives contribute valuable insights, ensuring the evaluation addresses the needs and concerns of those directly impacted. This engagement increases the likelihood that the findings will be used to inform action and drive improvements.

Employing mixed methods in evaluation is another effective strategy. Combining quantitative data, such as test scores and graduation rates, with qualitative data, like interviews and observations, provides a more comprehensive understanding of program effectiveness. This balanced approach captures broad trends while offering the context and depth necessary to interpret findings meaningfully. Additionally, evaluators should focus on multiple dimensions of quality. Education is a multifaceted process, and evaluations should consider academic outcomes as well as aspects like student engagement, teacher effectiveness, and school climate. This broader perspective ensures a more holistic understanding of educational quality.

Context sensitivity is vital for effective evaluation. Every educational environment has unique characteristics, and evaluators must consider these factors when interpreting results. A tailored approach acknowledges the specific needs and challenges of each program or school, leading to more relevant and actionable insights. Adopting a theory-based evaluation approach also enhances effectiveness. Understanding the underlying assumptions and logic of how a program is supposed to work allows evaluators to focus on key processes and outcomes that matter most.

Incorporating both formative and summative feedback into the evaluation process is essential. Formative evaluation provides ongoing feedback throughout a program’s implementation, allowing for real-time adjustments and improvements. In contrast, summative evaluation assesses the overall success of a program after its completion. Striking a balance between these two types of evaluation fosters continuous improvement and sustainability.

Ethical practices must also be prioritized in educational evaluations. It is crucial to maintain ethical standards, particularly when working with vulnerable populations such as students. This involves respecting privacy, obtaining informed consent, and ensuring that evaluation processes do not harm participants. Moreover, evaluators should be mindful of equity issues, striving to include the voices of marginalized groups and ensuring their perspectives are adequately reflected in findings.

Finally, promoting the utilization of evaluation results is paramount. The ultimate goal of evaluation is to inform action, so evaluations should be designed with this purpose in mind. Presenting findings in clear and accessible ways, along with practical and actionable recommendations, ensures that decision-makers can effectively apply the insights gained. A well-communicated evaluation is more likely to influence policy and practice, ultimately contributing to improved educational outcomes for all learners.

In summary, evaluating what we do in education is essential for enhancing student learning, ensuring accountability, and promoting equity. By implementing effective evaluation practices that clarify purpose, engage stakeholders, and employ mixed methods, educators can gain valuable insights that drive continuous improvement and lead to better outcomes for all students.

@Cindy Deguito,@Marynel Comidoy,@May Flor Castillo,

• Christian Jay Fajartin

Evaluation is essential for educators to achieve the best possible student outcomes. Reflecting on our teaching methods, curricula, and resources allows us to identify areas that need improvement and make informed decisions about how to progress. A systematic approach is required to evaluate education effectively. As educators, we must start by setting clear goals and ensuring we understand what we aim to achieve and what we want to attain at the end of the evaluation. Choosing appropriate evaluation methods that align with our objectives and the nature of our work is also essential. We must ensure that our assessment is reliable and valid. Collecting data from various stakeholders, such as students, teachers, and parents, is also essential to evaluate it comprehensively. Once the data is collected, it must be analyzed to reveal patterns and trends, and the results should be interpreted to reflect our original goals. Finally, based on the findings, we can make recommendations for improvement.
For example, I recently evaluated a new teaching method in my classroom by administering pre-and post-tests to measure student learning and conducting surveys to collect feedback from students and parents. This evaluation will show that the new method enhanced student engagement and understanding, although it also highlighted areas where further adjustments could be made. Evaluation is an ongoing process that enables us to continuously improve as educators, ensuring that we provide the highest quality education to our students.
@May Flor Castillo,@Michael Llagas,@Stephanie Pablo,@Joan Valery Espinosa,

• Marynel Comidoy

Evaluating educational practices is essential for improving student outcomes, ensuring accountability, efficient resource allocation, fostering professional development, and encouraging innovation. The evaluation identifies effective methods, helping educators refine their approaches to support learning while providing transparency to stakeholders such as parents and policymakers. It also informs resource distribution and aids in the professional growth of educators by offering feedback on teaching practices. Continuous evaluation drives the adoption of innovative teaching methods and technologies.

Effective evaluation methods include formative and summative assessments to adjust and measure learning activities, standardized testing for consistent performance assessment, peer reviews for instructional improvement, student feedback to identify teaching strengths and areas for improvement, learning analytics to examine engagement and performance, and qualitative methods like interviews for deeper insights.

For evaluations to be effective, clear objectives should be set, a mix of quantitative and qualitative measures should be used, the process should be seen as ongoing for continuous improvement, stakeholder involvement is crucial for relevance, and ethical considerations must be prioritized to respect participant privacy. Through these practices, educational evaluations contribute to a more effective, equitable, and responsive educational system.

• Anna Marie Pelandas

WHY DO WE NEED TO EVALUATE WHAT WE DO IN EDUCATION? It is basically one of the important processes that we need to do as educator. We need to evaluate the things we wanted our students to learn if those things they find it useful. For students, evaluation is very important to them because it serves as a guiding tool if what they are doing are correct. Thus, immediate feedback for their outputs are very important. Additionally, the results for evaluation is a need for an avenue to improve oneself. For teachers as well, evaluation is a tool to check if teaching methodology is effective or not. AND HOW DO WE DO IT MOST EFFECTIVELY? I would suggest that we set standards. We set policies. This standards or policies will be our gauge for our evaluation. This is just like a rubric used in the classroom. Objectives are clearly defined and goals to be achieved.

• May Flor Castillo

Why do we need to evaluate what we do in education? How do we do it most effectively?

Evaluation provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals. Evaluating educational practices is essential for several reasons, and doing so effectively requires a systematic and thoughtful approach. One example is the school inspection,

Why We Need to Evaluate What We Do in Education?

1. Improve Student Learning Outcomes:

Evaluation helps identify what works and what doesn’t, enabling educators to refine their teaching methods and materials to meet student's needs and improve learning outcomes.

2. Ensure Accountability:

Schools, teachers, and educational programs are held accountable for their performance. Evaluation provides evidence of effectiveness and areas needing improvement, ensuring that educational goals are met.

3. Inform Policy and Decision-Making:

Data-driven insights from evaluations inform policymakers and administrators, helping them make informed decisions about resource allocation, curriculum development, and educational reforms.

4. Enhance Teacher Development:

Evaluations can highlight areas where teachers excel and where they may need additional training or support, promoting professional growth and effective teaching practices.

5. Foster Continuous Improvement:

Regular evaluation fosters a culture of continuous improvement, encouraging educators to assess and improve their practices for better educational outcomes.

6. Address Equity and Inclusion:

Evaluations help identify disparities in educational access and outcomes among different student groups, guiding efforts to promote equity and inclusion in education.

How to Evaluate Education Most Effectively

Usually, school evaluation involves schools collecting a range of quantitative and qualitative evidence. A range of evidence must be collected and handled appropriately so that we focus on developing a culture of learning, growth, and improvement, not just on performance.

1. Define Clear Objectives:

Establish clear, measurable objectives for what the evaluation aims to achieve. This provides a focus for the evaluation and helps in determining the relevant metrics and methods.

2. Use Multiple Measures:

Employ a variety of evaluation methods to gain a comprehensive understanding. These can include standardized tests, formative assessments, student surveys, classroom observations, and qualitative feedback.

3. Involve Stakeholders:

Engage all relevant stakeholders, including students, parents, teachers, and administrators, in the evaluation process. Their perspectives can provide valuable insights and foster buy-in for subsequent changes.

4. Collect and Analyze Data:

Collect data systematically and use appropriate analytical methods to interpret the findings. Quantitative data can show trends and patterns, while qualitative data can provide context and deeper understanding.

5. Ensure Validity and Reliability:

Use evaluation tools and methods that are valid and reliable

6. Provide Constructive Feedback:

Share the results of the evaluation with all stakeholders in a constructive manner. Highlight strengths and areas for improvement and provide actionable recommendations.

7. Promote a Culture of Reflection:

Encourage continuous reflection on educational practices.

8. Implement Changes and Monitor Progress:

Use the insights gained from evaluations to implement changes and improvements.

9. Ensure Ethical Considerations:

Conduct evaluations ethically, respecting the privacy and confidentiality of all participants. Obtain informed consent and use data responsibly.

10. Use Technology Wisely:

Leverage educational technology and data analytics tools to streamline the evaluation process, manage data efficiently, and gain deeper insights into educational practices.

By adopting these strategies, educators and policymakers can enhance the quality and effectiveness of education.

Find an educational evaluation. Analyze its strengths and weaknesses.

The educational evaluation I am writing about is the UAE School Inspection.

To achieve the world-class education systems to which it aspires, the UAE applies a high-quality evaluation system to measure reliably the quality of school performance and to support school improvements and students’ outcomes, through rigorous and regular school inspections. The UAE School Inspection Framework is based on comprehensive performance standards that define the essential aspects of a quality education. Each standard is broken down into specific indicators and elements, and detailed descriptors and illustrations guide inspection judgments and school improvement.

Strengths of UAE School Inspections

School evaluations in the UAE improve school and system performance as they yield many benefits.

·Effective school evaluation yields an improvement in the outcomes for all students, regardless of background characteristics and prior performance.

·Schools with good self-evaluation processes tend to have a higher quality of teaching and learning

·An open and transparent self-evaluation process provides agency to key stakeholders – learners, teachers, leaders, and the community.

·An effective school evaluation process will identify areas of the school’s performance that are going well and are celebrated by the school community.

·The inspection process also identifies those areas of school performance which require further attention and development.

·The evaluation will help schools prioritize what needs attention and invest their time and effort in things that have the greatest impact.

Weaknesses of the school evaluation process

·At times the purpose of school evaluation is accreditation or rating, which impacts the evaluation process and its utility and acceptance by stakeholders.

·Lack of clarity or ambiguity can undermine a school evaluation process.

·School evaluation is often seen as a ‘top-down’ process being ‘done’ to the school as a means of accountability and performance assessment rather than improvement.

·School evaluations are often scheduled within a ‘cycle’, for example, every two to four years. This sends the message that ‘school improvement’ is episodic or only occurs at the time of the evaluation, rather than being embedded into the daily work of the school.

·When key stakeholders, such as teachers, feel that they are not engaged in the process and that it is being forced upon them, they rarely engage in the process and the improvement strategies that arise from the evaluation.

(Cambridge. (2021). Education brief: School evaluation. Retrieved 2024,)

Alkutich, M. (2015). Examining the impact of school inspection on teaching and learning; Dubai Private Schools as a case study (dissertation). Examining the Impact of School Inspection on Teaching and Learning; Dubai Private Schools as a Case Study. The British University in Dubai (BUiD), Dubai.

• Rana Kausar