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Abstract
How can a large scale, multi-state, collaborative workforce development project
be evaluated? This article describes the evaluation process of the Midwest Center for
Information Technology (MCIT). The project uses “impact threads” to connect the
outcomes of the project to strategic evaluation questions. The MCIT project, involving
10 public two-year colleges located in Nebraska, Iowa, South Dakota, and North Dakota,
strives to assist partner colleges in enhancing information technology training and related
degree programs. The MCIT was funded as a regional center within the Advanced
Technological Education (ATE) program of the National Science Foundation (NSF).
This article details the evaluation plan for the center, including how selected data is
systematically mapped to impact threads and further illustrates the evaluation process by
providing some examples of MCIT's progress.
Abstract
The purpose of this study was to determine the extent to which public school
administrators believe that Career and Technology Student Organizations (CTSOs) are
providing students the necessary skills for employability and academic success.
Objectives focused on whether CTSOs are effective in developing students’ leadership
skills, keeping them engaged in school, developing technical skills, and improving
academic achievement. School administrators were surveyed via the internet. A 28%
response rate was achieved.
Ninety-two percent of respondents indicated that their school offered students the
opportunity to participate in CTSO activities. Administrators indicated that the FFA was
the CTSO that was either most effective or second most effective in teaching leadership
skills, keeping students engaged in school, improving technical skills, and improving
academic achievement. HOSA and Skills USA also were consistent in being among the
top three CTSOs that were effective in providing one of the four characteristics.
Considering 80 percent as a benchmark, administrators perceived CTSOs very favorably
as being either mostly effective or very effective in meeting students’ needs.
Abstract
This study uses met expectations hypothesis, a form of expectancy theory,
to develop survey instruments to identify and compare the goals, expectations, and
perceived outcomes developers held for the Faculty Development Institute (FDI).
Theories including self-perception, and personal recall were also reviewed with
regards to how individuals make decisions. The developers had similar
expectations for the outcomes during and/or immediately following the initial FDI
workshop, but differed in their expectations of the long-term outcomes. The
survey instrument can be used within Workforce Development to enhance
research efforts with regards to designing and developing evaluation instruments
for training programs to successfully achieve the expectations of stakeholders.
The use of a training program for faculty on a university campus was a new
concept for the institution within this study. The success of the initial program led
to continuation of the program.
Abstract
The purpose of this article is to present the historical development and significant
contributions leading to the current status of the program evaluation field. Program
evaluation has been defined as “judging the worth or merit of something or the product of
the process” (Scriven, 1991, p. 139). Guskey (2000) updated this definition stating that
evaluation is a systematic process used to determine the merit or worth of a specific
program, curriculum, or strategy in a specific context. The author describes seven
significant time periods in the development of program evaluation and identifies five
evaluation approaches currently used by practitioners. This article concludes by
providing the reader with insight to the future of program evaluation.
Abstract
The state of Pennsylvania has been engaged in training students and assessing
their Occupational Skills attainment for many decades (Kapes, 2001). Pennsylvania
Department of Education (PDE) established a system of recognizing high achievement
through a Skill Certificate Program which utilized 14 national and local tests. Initially the
Commonwealth established a Pass/Fail decision process for one such test outlined in a
report entitled: An Evaluation of Pennsylvania Occupational Competency Written Exams
Administered During 1975-78 (Kapes and Funk, 1978). However there was no system in
place for evaluating and approving tests. The project in this document outlines the
process for establishing and implementing a system for evaluating potential tests that
might be used to measure student occupational skill attainment and determining jobreadiness.
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