Evaluation Strategies for Effective Teaching and Learning Processes in Schools
The Nigerian Primary education curriculum places enormous responsibilities on the teacher in the sense that during the course his interaction with, and instruction of the child in the school, he is expected to focus his activities on the ultimate attainment of the set objectives for that level of education. The effective teacher must from time to time pose and attempt to answer questions related to his activities in the instructional process, the response of the pupil to his lessons, the effectiveness of his techniques and the instructional material. DOI: 10.5901/jesr.2014.v4n7p96
Programme evaluation in nursing education: the state of the art.
Programme evaluation is a complex but integral component of a nursing education programme. It is an ongoing process of collecting and describing data which provides the basis for decision making. Specifically, evaluative data can be used to prepare for accreditation visits; account for budgetary expenditures; answer requests for information; develop faculty and staff; and examine the planned and actual effects of the programme within the community and make changes accordingly. There are several programme evaluation models available to guide the evaluation process, but no single model is best and nurse educators must consider a variety of variables. Ideally, the selection of a model should be based on the purpose of the evaluation, programme needs, material and spatial resources, and personnel time, as well as the needs and desires of key interest groups. Several considerations are also required before the model is implemented. These include determining specific priorities for evaluation since all aspects of a programme (conceptual framework, philosophy, programme goals, student characteristics, graduates' performance, faculty and administrative expertise, as well as adequacy of resources) usually cannot be evaluated simultaneously; how the evaluation should proceed; time frames for specific evaluation projects; and personnel responsible for the evaluative activities.
Comprehensive curriculum evaluation.
: The comprehensive scope of this evaluation plan, with both summative and formative components, will provide the data necessary to guide our decision making. Some aspects, such as sampling students' work, the use of simulation, and the testing of actual learning, strengthens this process. However, satisfaction with our initial attempts at evaluation has not clouded an attitude of scrutiny. Undoubtedly, revision of the evaluation methods will be necessary in the future as inadequacies are pointed out to us through experience. The faculty have become acutely aware that curriculum evaluation is a time-consuming, tedious process. However, the faculty, committed to bearing responsibility for student performance, have found their involvement educational as well as satisfying. A well-constructed curriculum evaluation system can give the teacher a sense of security; a belief that what works will be preserved while ineffective components will be deleted. As Dressel points out, "Unless continuing constructive evaluation is evident in some form, both teaching and learning degenerate to rote patterns that hardly justify the designation of education" (Dressel, 1980, p. 197).