Evaluation Of A Design And Technology

According to Mertens and Wilson, program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and programs, particularly about their effectiveness and efficiency. Stakeholders often want to know whether the programs they are funding and supporting are effective. While program evaluation first focuses on the effectiveness of the program, other important factors to take into consideration is cost of the program, improvements that could be made, outcomes of the program, and usefulness of the program. Evaluators help to answer these questions, and stakeholders have to work with the evaluators in order to come to the best conclusion about the effectiveness of a program so that all aspects are taken into consideration. Program evaluations can involve both quantitative and qualitative methods of research. People who do program evaluation come from many different backgrounds, such as sociology, psychology, economics, social work, and public policy. Some graduate schools also have specific training programs for program evaluation.

This program evaluation examines the effectiveness of maintaining the emotional, intellectual, and social functioning of individuals with Alzheimer’s disease and the assistance in which caregivers receive through support groups as provided by Respite and Research for Alzheimer’s disease agency located in San Jose, California, serving the elderly in the adult day program. Respite and Research for Alzheimer’s Disease is a nonprofit corporation that was established in 1984. The Alzheimer’s Activity Center was established in San Jose’s Willow Glen area in 1986 ("Respite and Research for

Time-Out is the title for the proposed program, providing prevention and solution-based services to African American high school student-athletes in Hampton, Virginia (Baskerville, 2015). To begin with, this paper will provide a comprehensive program evaluation model for the program. Secondly, it will outline the evaluation framework the program will use to evaluate the program. Next, the paper will provide a timeline detailing when critical evolution task for the program will take place. Leading to, how program evaluation will maintain the program’s sustainability. From there, the paper will explain how the evaluation results will be shared with the stakeholders and the community. In conclusion, it will discuss strategies to create a culture of evaluation within the program.

While the child gets to relax and possibly enjoy the view, the child is a passive passenger without any input concerning the direction of his or her ride. The only responsibility the child has is to simply place his or her trust in the adult controlling the mode of transportation. Therefore, I do believe it is vital for teachers to avoid the directed approach to teaching, where their learners are passive and dependent on their instructional plans. Instead, teachers should embrace the guided or facilitated approach to teaching by placing “a more explicit focus on the students” (Conlin & Daniel, 2015, p.

This play-based activity presents the students with the freedom of choice in determining the physical appearance of their ‘critter’. Fluency is a key feature of divergent thinking – that of generating a large volume of ideas (Guildford, 1986) – whilst aligning with the ‘incubation’ process of the Wallas model (1984). To begin the lesson, the students are to design an assortment of different body parts from a vareity of animals. After this, they are are to select which of these body parts they would like to use to create their very own critter from ‘Alien Earth’. As the children are engaged in the process of constructing this critter, the were utilising several of the ‘habits of mind’ (Costa & Kallick, 2008, 2009). For instance, the nature of this activity fosters divergent thinking, learning through exploration whilst being comfortable with difference and non-conformity. This learning activity will be entirely unique in the artworks that it produces, as no two students will produce the same critter, colour scheme, or background. Students have the agency of selecting the foreground, background, and colour of their artwork, which ultimately enhances motivation and originality. Open-ended activities such as these inherently force the student to venture into the world of their imagination to reinterpret

WYP Ngo gathered building blocks in the community for the children. The purpose of the building blocks are to assist the children with developing their motor skills (gross motor skill and fine motor skill). The activity for today was to have the children work in pair to build a model with the building blocks. WYP Ngo worked with the youngest child, while the older children worked together. WYP Ngo used the building block models as a theme. The children learned about dinosaurs (T-Rex, Triceratops, and etc.). The purpose of this is to assist the children to develop their language skills. The children spent the entire session focusing on building the models. After the children were finished, they were allowed to play with their models. WYP Ngo

The construction of a matrix for the learning journey of a lower school student from year seven through towards year eight is complex and should be diverse. I will be discussing the considerations and why we have made our decisions as a group throughout the matrix, before narrowing down on my focus to the one year exploration of visual arts for a year nine. Considerations for its construction include the influence of learning (specifically learning theories), creativity, teaching and learning processes, and assessment. It is important to note that what students can do at the beginning of this journey in comparison to what that can do at their completion of this pathway should be vastly improved upon.

Next, each child rolled their vehicle in the plate of paint and made track marks on the poster board. The children learned how to exercise their imagination

Linnan and Steckler (2002) describe the following key process evaluation components: Context-aspects of the larger social environment that may affect implementation; Reach-the proportion of the intended audience to whom the program is actually delivered; Dose-delivered-The amount of intended units of each program component that is delivered; Dose-received-the extent to which participants engage with the program; Fidelity-the extent to which the intervention was delivered as intended ( Bartholomew et al., 2011. p.525).

Lesson introduction: (Connecting to prior lessons/prior knowledge, diagnostic evaluation of students’ familiarity with concepts/skills, engaging students)

The purpose of a program evaluation is to assess working programs and determine if the outcomes are sufficiently effective (Houser, 2015). Program Evaluations are a type of action research leading to improved programs and services for the designated populations. Feedback from stakeholders is necessary to confirm the program is operating to the highest quality and standards (Astramovich & Coker, 2007).

The reason why we dragster cars is because many students welcome any chance to escape the traditional classroom environment of textbooks and teacher-delivered lectures. Designing, building, and racing CO2 dragsters creates a climate where the student is actively engaged in discovery, rather than passively absorbing information. Each student’s design is their own. They innovate their own solutions to problems and craft their cars according to their individual ideas and tastes. Whether a student is more concerned about speed or aesthetics, the process is a creative outlet. The dragster activity challenges kids in new ways. They conceive their own design, placing emphasis on what they believe to be the most important aspects. They’re responsible

The cars that we created were overwhelmingly successful and performed beyond our initial expectations. Minor mishaps did occur along the way; however, the minuscule setbacks were easily and efficiently overcome. Perhaps the most astounding item we learned was how Newton’s laws of motion affect everything and anything, resulting in a better run world with their guidance. In addition, we learned that with hardwork and dedication, anything can become a balloon car, but the lighter the car, the faster and further it travels. Creating the car was an innovative, helpful hands-on experiment for the physics unit because it taught us how to organize and apply processes we learned in class to real world situations. Also, it was quite fun. This unique

A project at work we have completed more recently is the Inventory by location project. It is a new system implemented to make it easier to locate product in the store and keep track of inventory. The project took two weeks to complete. The first week was prep work and the second week was implementation. The first week was broken down into three sequences while second week was broken down into days. Before the system was put in, inventory only had a few locations in the computer. There was general, staging, and receiving. The general inventory was anything in the store that was in general inventory. To locate it, a person just had to know what general area it was in or where it was in the store. When new employees were hired if they were left alone it took hours to put up stock. They would have to ask previous employees were product was or should go. It was very ineffective. Cycle counting inventory was also a nightmare. An employee could not count inventory of one location or grouping of product. Cycle counts were sporatic and there was no way to know where the product was in the store. There was not a way to cycle count all inventory in the store without doing it by each individual part number, which would have taken a month. Now, a cycle count can be done for each location accounting for all inventory in the store in just a matter of a day. With the new system every shelf and subunit of shelving has a location in the computer that shows a person where to locate a

The Levin Institute (n.d.) article tell us that the IMF has three main accountability activities: “surveillance, financial assistance, and technical assistance.”