This report analyses twelve quality assurance systems that cover non-formal adult learning to identify the quality areas and criteria typically included in these systems, as well as the evidence that training providers can submit to prove compliance with them. The different quality areas, criteria and indicators are analysed and structured in the…

In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public ratings of teacher education programs. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and how they evolved from 2013--2016. We also report on results from an information experiment built around the…

This tool is a simplified version of the evaluation framework developed by Wenger, Trayner, and de Laat (2011), building upon Kirkpatrick (1976, 1994). These internationally recognized experts on professional learning and collaboration developed their value creation framework to address the dual challenges of attending to the diversity of types of…

Honours research projects in the School of Civil, Environmental and Mining Engineering at the University of Adelaide are run with small groups of students working with an academic supervisor in a chosen area for one year. The research project is mainly self-directed study, which makes it very difficult to fairly assess the contribution of…

The quality of e-learning can be defined in many different ways, reflecting different stakeholders and the complexity of the systems and processes used in higher education. These different conceptions of quality can be mutually contradictory and, while politically significant, may also be beyond the direct control or influence of institutional…

Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's…

Smaller universities may produce research which is on a par with larger, elite establishments. This is confirmed by a recently developed mathematical model, supported by data from British and French higher education research-evaluation exercises. The detailed nature of the UK system, in particular, allows quantification of the notion of critical…

In this article, I outline three structured protocols that professional development school steering committees and other collaborative groups could use to support an intentional reflective process aimed at growth and improvement. Using these protocols provides all participants with a voice in identifying current strengths and areas for growth,…

The quality of job outcomes achieved by youth with disabilities who are transitioning into employment varies widely across the country. Special education teachers, youth with disabilities, families, community rehabilitation program (CRP) staff providing employment services, and others involved in assisting transitioning youth can benefit from a…

As public and private funders have focused on evaluating the effectiveness of workforce development programs, a myriad of data collection systems and reporting processes have taken shape. Navigating these systems takes significant time and energy and often saps frontline providers' capacity to use data internally for program improvement.…

Criteria, evidence, and judgment are the three essential elements in evaluation, which should be done with a view to contributing to present and future programs. (NL)

Human service fields, and more specifically public health, are increasingly requiring evaluations to prove the worth of funded programs. Many public health practitioners, however, lack the required background and skills to conduct useful, appropriate evaluations. In the late 1990s, the Centers for Disease Control and Prevention (CDC) created the…

An approach to enhancing program quality in educational institutions through program mapping is presented in this report. First, the objective of program mapping is specified as a means to evaluate and clarify the learning outcomes of a college's educational programs; and its use as a graphic representation of the interdependent relationships…

Designed as a guide for reading program evaluation by a teacher, a school, or a school district, this booklet presents definitive objectives that may serve as guidelines for effecting change. It includes an evaluation scale in four major areas: environment, program management, learner, and school/community relations. Several evaluation criteria…

To help teachers and administrators evaluate and improve their reading programs, standards of excellence are presented for seven program components: administration and organization, student assessment, instruction and management, instructional materials, evaluation, staff and staff development, and community involvement. Procedures are suggested…