Developmental Education Evaluation Model.
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| Title: | Developmental Education Evaluation Model. |
|---|---|
| Language: | English |
| Authors: | Perry-Miller, Mitzi |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 1980 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Community Colleges, Developmental Studies Programs, Formative Evaluation, Models, Multicampus Colleges, Needs Assessment, Program Evaluation, Two Year Colleges |
| Geographic Terms: | Ohio |
| Abstract: | A developmental education evaluation model designed to be used at a multi-unit urban community college is described. The purpose of the design was to determine the cost effectiveness/worth of programs in order to initiate self-improvement. A needs assessment was conducted by interviewing and taping the responses of students, faculty, staff, and administrators at the institution. Six components identified to be evaluated in the college's developmental education program included: (1) direct instructional program; (2) individualized self-paced learning program; (3) instructional support services; (4) instructional delivery systems; (5) cost of instructional and support services; and (6) such components as facilities, personnel attitude, qualifications of instructors, logistics, etc. For each of the components, the evaluation model took into consideration the following factors: criteria; properties; methodology; instrumentation; sample; variables; references; resources needed; estimated cost; and planned sequence of activities. The importance of the model is that the evaluation provides documented data of the quality needed to make educated decisions having major impact on students. (Author/RL) |
| Entry Date: | 1981 |
| Accession Number: | ED193299 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED193299 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Developmental Education Evaluation Model. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Perry-Miller%2C+Mitzi%22">Perry-Miller, Mitzi</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 1980 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Multicampus+Colleges%22">Multicampus Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A developmental education evaluation model designed to be used at a multi-unit urban community college is described. The purpose of the design was to determine the cost effectiveness/worth of programs in order to initiate self-improvement. A needs assessment was conducted by interviewing and taping the responses of students, faculty, staff, and administrators at the institution. Six components identified to be evaluated in the college's developmental education program included: (1) direct instructional program; (2) individualized self-paced learning program; (3) instructional support services; (4) instructional delivery systems; (5) cost of instructional and support services; and (6) such components as facilities, personnel attitude, qualifications of instructors, logistics, etc. For each of the components, the evaluation model took into consideration the following factors: criteria; properties; methodology; instrumentation; sample; variables; references; resources needed; estimated cost; and planned sequence of activities. The importance of the model is that the evaluation provides documented data of the quality needed to make educated decisions having major impact on students. (Author/RL) – Name: DateEntry Label: Entry Date Group: Date Data: 1981 – Name: AN Label: Accession Number Group: ID Data: ED193299 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED193299 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 Subjects: – SubjectFull: Community Colleges Type: general – SubjectFull: Developmental Studies Programs Type: general – SubjectFull: Formative Evaluation Type: general – SubjectFull: Models Type: general – SubjectFull: Multicampus Colleges Type: general – SubjectFull: Needs Assessment Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Two Year Colleges Type: general – SubjectFull: Ohio Type: general Titles: – TitleFull: Developmental Education Evaluation Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Perry-Miller, Mitzi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1980 |
| ResultId | 1 |
