Home About us Contact
|
Home About us Contact | ||
|
|
||
Evaluation Data (evaluation + data)
Selected AbstractsModelling patterned ground distribution in Finnish Lapland: an integration of topographical, ground and remote sensing informationGEOGRAFISKA ANNALER SERIES A: PHYSICAL GEOGRAPHY, Issue 1 2006Jan Hjort Abstract New data technologies and modelling methods have gained more attention in the field of periglacial geomorphology during the last decade. In this paper we present a new modelling approach that integrates topographical, ground and remote sensing information in predictive geomorphological mapping using generalized additive modelling (GAM). First, we explored the roles of different environmental variable groups in determining the occurrence of non-sorted and sorted patterned ground in a fell region of 100 km2 at the resolution of 1 ha in northern Finland. Second, we compared the predictive accuracy of ground-topography- and remote-sensing-based models. The results indicate that non-sorted patterned ground is more common at lower altitudes where the ground moisture and vegetation abundance is relatively high, whereas sorted patterned ground is dominant at higher altitudes with relatively high slope angle and sparse vegetation cover. All modelling results were from good to excellent in model evaluation data using the area under the curve (AUC) values, derived from receiver operating characteristic (ROC) plots. Generally, models built with remotely sensed data were better than ground-topography-based models and combination of all environmental variables improved the predictive ability of the models. This paper confirms the potential utility of remote sensing information for modelling patterned ground distribution in subarctic landscapes. [source] Managed Care Quality of Care and Plan Choice in New York SCHIPHEALTH SERVICES RESEARCH, Issue 3 2009Hangsheng Liu Objective. To examine whether low-income parents of children enrolled in the New York State Children's Health Insurance Program (SCHIP) choose managed care plans with better quality of care. Data Sources. 2001 New York SCHIP evaluation data; 2001 New York State Managed Care Plan Performance Report; 2000 New York State Managed Care Enrollment Report. Study Design. Each market was defined as a county. A final sample of 2,325 new enrollees was analyzed after excluding those in markets with only one SCHIP plan. Plan quality was measured using seven Consumer Assessment of Health Plans Survey (CAHPS) and three Health Plan Employer Data and Information Set (HEDIS) scores. A conditional logit model was applied with plan and individual/family characteristics as covariates. Principle Findings. There were 30 plans in the 45 defined markets. The choice probability increased 2.5 percentage points for each unit increase in the average CAHPS score, and the association was significantly larger in children with special health care needs. However, HEDIS did not show any statistically significant association with plan choice. Conclusions. Low-income parents do choose managed care plans with higher CAHPS scores for their newly enrolled children, suggesting that overall quality could improve over time because of the dynamics of enrollment. [source] The utilization of training program evaluation in corporate universitiesHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2004Christopher F. Bober This study examined the use of training program evaluation results in corporate universities. Specifically, the study attempted to determine which organizational members use evaluation data, and for what purposes, and identify the factors that are related to the use of evaluation results. The study was designed to test the appropriateness of the Cousins and Leithwood (1986) meta-analytic conceptual framework for evaluation utilization. A case study approach was used to collect qualitative data at four corporate universities in the United States. On-site interviews with key personnel and in-depth document review of applicable training program evaluation information were conducted. Results showed a high degree of consensus on evaluation uses and users. Seven of the twelve factors from the Cousins and Leithwood framework were found at all four sites to influence utilization. The findings indicate that factors identified as being influential to evaluation utilization related to implementation dominated over factors related to uses for decision/policy setting. [source] Rapid assessment of a helpdesk service supporting severe acute respiratory syndrome patients and their relativesJOURNAL OF CLINICAL NURSING, Issue 6 2004Joanne WY Chung PhD Background., To contain severe acute respiratory syndrome, the Hong Kong Hospital Authority set a policy that stipulated there should be no visitors to hospital wards. A helpdesk service was established with the goal of providing immediate emotional and communication support to relatives while severe acute respiratory syndrome patients were isolated during the acute phase of the illness. Aim., This study describes the results of a rapid assessment of the effectiveness of a helpdesk service designed to meet the immediate needs of relatives of severe acute respiratory syndrome patients in Hong Kong. Design., Survey. Method., Eighty-three respondents, representing about 46.3% of relatives (179), attending the helpdesk on the day of the study were recruited. Service evaluation data was collected using a self-administered questionnaire completed by respondents. Results., Nearly 100% of respondents who used the service found the delivery service with on-site counselling useful for alleviating their anxiety. However, about half of these relatives complained of insufficient information regarding the patient's condition and progress. The majority of respondents were satisfied with the service. In describing the most important traits of the service providers, caring and enthusiasm were mentioned most frequently by respondents who stated that they were very satisfied with the service. Conclusion., The results support the value of the service, and demonstrate that the service is effective in meeting relatives' immediate needs. These needs include information, aid in fulfilling their role as caretaker for the patient (delivering prepared soup) and psychological support. The results suggest that facilitation of visitation of patients by relatives via video conferencing and education of the public on the nature and course of severe acute respiratory syndrome to reduce the social stigma of having a potentially life-threatening disease should be introduced in Hong Kong. Relevance to clinical practice., The results highlight important attributes that helpers (nurses) should have in order to alleviate the suffering of severe acute respiratory syndrome patients and their relatives. [source] The Role of Process Evaluation in the Training of Facilitators for an Adolescent Health Education ProgramJOURNAL OF SCHOOL HEALTH, Issue 4 2000Deborah Helitzer ABSTRACT: This article reports on the process evaluation of the training of facilitators for the Adolescent Social Action Program, a health education program in Albuquerque, New Mexico that trained college students and adult volunteers to work with middle school students. From the process evaluation data collected throughout a four-year period (1995,1998), data relevant to training are described: facilitator characteristics, facilitator training, curriculum implementation, and use of the program's model designed to promote critical thinking and dialogue. Results indicated that, though most facilitators reported the training was sufficient to enable them to implement the curriculum, they did not completely do so, especially as groups reached their final sessions. Facilitators covered the core curriculum content, but often failed to follow through with the more abstract activities. The need to perform and report the process evaluation in time to provide ample opportunity for trainers and curriculum designers to make appropriate adjustments is discussed. [source] Interpreting course evaluation results: insights from thinkaloud interviews with medical studentsMEDICAL EDUCATION, Issue 10 2004Susan Billings-Gagliardi Purpose, To determine whether some of the fundamental assumptions that frequently underlie interpretation of course evaluation results are justified by investigating what medical students are thinking as they complete a typical basic science course evaluation. Methods, A total of 24 students participated in thinkaloud cognitive interviews, voicing their thoughts while completing a typical evaluation instrument that included items on overall course design, educational materials and methods, and faculty teaching. Students' responses were organised to consider how they interpreted questions, formed judgements and selected response options. Major themes relevant to the meaningful interpretation of course evaluation data were identified. Results, Medical students understood educational terms such as ,independent learning' in different ways from both one another and common usage. When formulating responses, students' judgements were sometimes based on unique or unexpected criteria, and they described editing their judgements by considering factors such as effort or caring on the part of teaching faculty. Students tended to avoid using the lower end of the rating scale, used the highest rating option selectively, but chose the second highest category indiscriminately. Conclusions, These results call into question fundamental assumptions that frequently underlie interpretation of course evaluation results, such as whether students understand the intended meanings of terms used in items; whether faculty members who receive the same rating are perceived similarly; whether ratings actually reflect teaching effectiveness, and whether ,positive' ratings reflect positive opinions. This study also demonstrates how thinkaloud interviews can be used in validity studies, providing information to supplement statistical and psychometric analyses. [source] Using evaluation data to strike a balance between stakeholders and accountability systemsNEW DIRECTIONS FOR EVALUATION, Issue 117 2008Lisa N. T. Schmitt A district evaluator in a large Texas district examines new challenges arising since implementation of No Child Left Behind, relating to (1) navigating competing requirements in state and federal accountability systems; (2) evaluating effectiveness of sanctions districts are required to address; (3) using scientifically based research (SBR) to select effective programs and interventions; and (4) initiating SBR given high student mobility, inefficient data-management systems, and competing priorities of local schools. This chapter details these challenges for district-level evaluators and highlights how they can implement processes that strike a balance between supporting decision making and conducting rigorous evaluation. © Wiley Periodicals, Inc. [source] School-based promotion of fruit and vegetable consumption in multiculturally diverse, urban schoolsPSYCHOLOGY IN THE SCHOOLS, Issue 1 2008Jessica Blom-Hoffman Rates of childhood overweight, have reached epidemic proportions (U.S. Department of Health and Human Services, 2001), and schools have been called on to play a role in the prevention of this medical condition. This article describes a multiyear health promotion effort,the Athletes in Service fruit and vegetable (F&V) promotion program,which is based on social learning theory for urban, elementary school children in kindergarten through third grade. Children participate in the program for a period of 3 years. The goals of the program are to increase opportunities for children to be more physically active during the school day and to help students increase their F&V consumption. This article describes the F&V promotion components of the program that were implemented in year 1, including implementation integrity and treatment acceptability data. Year 1 evaluation data demonstrated that the program is acceptable from the perspective of school staff and was implemented by school staff with high levels of integrity. Hallmarks of the program's successful implementation and high acceptability include (a) having a school-based program champion; (b) designing the program to include low-cost, attractive, interactive materials; (c) including many school staff members to facilitate a culture of healthy eating in the school; and (d) spreading out implementation responsibilities among the multiple staff members so that each individual's involvement is time efficient. © 2007 Wiley Periodicals, Inc. [source] Five year research update (1996,2000): evaluations for competence to stand trial (adjudicative competence)BEHAVIORAL SCIENCES & THE LAW, Issue 3 2003Denise L. Mumley Ph.D This article reviews and evaluates publications during 1996,2000 with relevance for assessments of competence to stand trial (also known as adjudicative competence). The review focuses specifically on articles that provide new concepts or data supported by research or case analyses. The studies are reviewed under the following headings: (i) the systemic context of evaluations of adjudicative competence (AC); (ii) conceptual guidelines for AC evaluations; (iii) research on AC assessment methods; (iv) empirical correlates of AC judgments and psycholegal abilities; (v) quality of AC evaluations and reports; (vi) interpretation of AC evaluation data; (vii) issues in AC assessment of special populations (e.g., juveniles, persons with mental retardation, and women); and (viii) treatment to restore competence. Suggestions are offered for further research to advance the quality of clinical evaluations of adjudicative competence. Copyright © 2003 John Wiley & Sons, Ltd. [source] A model of personal professional development in the systematic training of clinical psychologistsCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 4 2007Alia I. Sheikh Staff development has been identified as a key way to improve the delivery of psychological therapies, particularly through enhancing professionals' capacity for reflective practice. Traditionally, the ,reflective practitioner' model has guided how we train professionals to deliver therapies, but this model is vague and needs refinement. We therefore outlined a more coherent model, by integrating the ideas and methods of these and other educationalists into our working definition of the ,Personal Professional Development' (PPD). We proposed that reflection can be made explicit within a circumplex model that is based upon an experiential learning cycle. This allowed ,reflective practice' to be developed systematically and analyzed empirically. We detailed how PPD is addressed within one clinical psychology training program, and provided some initial, promising evaluation data to support the approach. The need for further development and evaluation of our model and its associated methods is discussed as an appropriately reflexive next phase.,Copyright © 2007 John Wiley & Sons, Ltd. [source] | ||||||||||||||||