NR 537 Week 1 Scholarly Discussion: Evaluating an
Educational Program
Week 1: Scholarly Discussion: Evaluating an Educational Program (Graded)
• One goal of an educational program is to foster cultural humility. As the educator, you presented
a required educational program/unit on this topic; however, in the learners' evaluations, there
was significant dissatisfaction with the activity. Identify two quantitative ways that
assessment/evaluation could occur to identify what went wrong and how to improve the
program. Identify one qualitative way that assessment and evaluation techniques could identify
what went wrong and how to improve the program. You can focus on learners in either an
academic setting or nurse professional development.
Hello Class and Professor!
Assessment Methods
Quantitative assessment are methodologies that as the name implies focuses on numbers or quantities.
Primarily a quantitative measure can be measured and expressed in a solid unit. For instance, a
quantitative test might include multiple-choice questions or filling in the blank questions, giving
straightforward answers with no interpretation absolutely necessary (Martin & Ndoye, 2016). Two
quantitative ways that assessment/evaluation could determine what went wrong and how to improve
the program are pre-existing records and assessment rubrics.
Pre-existing Student records
In the classroom setting, collecting data from pre-existing student records may help ascertain student
capabilities and develop a highly functional program. Data collection from pre-existing files should come
in the form of statistics that had been previously gathered for other school functionalities (Martin &
Ndoye, 2016). One could consider records on the following the rules, absenteeism, disciplinary records,
literacy performance, math performance, and high incident rates. Additionally, I may use data from large
data sets to comprehend a problem such as a student population's socioeconomic status and how it
impacts students' performance. Types of existing data may entail institutional data and national data
from research undertakings.
Rubrics
One may also elect to use a rubric to assess the project's complex tasks and gauge the depth of
understanding and quality of the argument from the student. The rubric will require the assessor to
make professional calls by ascertaining each given criterion, and which set of indicators best relay the
traits reflected in a given study paper. One major drawback with rubrics is it is hard to score essential
elements such as frequency of mechanical errors, number of references used, and the outlook of the
project as rubrics are typically used in a more holistic manner as opposed to a wholly qualitative method
(Martin & Ndoye, 2016). A successful rubric will allow for interpretation of content, as well as accounting
for the technical elements of the assignment.
Qualitative Assessment methods
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https://www.coursehero.com/file/85537648/NR537-Week1Discdocx/
Educational Program
Week 1: Scholarly Discussion: Evaluating an Educational Program (Graded)
• One goal of an educational program is to foster cultural humility. As the educator, you presented
a required educational program/unit on this topic; however, in the learners' evaluations, there
was significant dissatisfaction with the activity. Identify two quantitative ways that
assessment/evaluation could occur to identify what went wrong and how to improve the
program. Identify one qualitative way that assessment and evaluation techniques could identify
what went wrong and how to improve the program. You can focus on learners in either an
academic setting or nurse professional development.
Hello Class and Professor!
Assessment Methods
Quantitative assessment are methodologies that as the name implies focuses on numbers or quantities.
Primarily a quantitative measure can be measured and expressed in a solid unit. For instance, a
quantitative test might include multiple-choice questions or filling in the blank questions, giving
straightforward answers with no interpretation absolutely necessary (Martin & Ndoye, 2016). Two
quantitative ways that assessment/evaluation could determine what went wrong and how to improve
the program are pre-existing records and assessment rubrics.
Pre-existing Student records
In the classroom setting, collecting data from pre-existing student records may help ascertain student
capabilities and develop a highly functional program. Data collection from pre-existing files should come
in the form of statistics that had been previously gathered for other school functionalities (Martin &
Ndoye, 2016). One could consider records on the following the rules, absenteeism, disciplinary records,
literacy performance, math performance, and high incident rates. Additionally, I may use data from large
data sets to comprehend a problem such as a student population's socioeconomic status and how it
impacts students' performance. Types of existing data may entail institutional data and national data
from research undertakings.
Rubrics
One may also elect to use a rubric to assess the project's complex tasks and gauge the depth of
understanding and quality of the argument from the student. The rubric will require the assessor to
make professional calls by ascertaining each given criterion, and which set of indicators best relay the
traits reflected in a given study paper. One major drawback with rubrics is it is hard to score essential
elements such as frequency of mechanical errors, number of references used, and the outlook of the
project as rubrics are typically used in a more holistic manner as opposed to a wholly qualitative method
(Martin & Ndoye, 2016). A successful rubric will allow for interpretation of content, as well as accounting
for the technical elements of the assignment.
Qualitative Assessment methods
This study source was downloaded by 100000847795904 from CourseHero.com on 06 -09-2022 23:32:45 GMT -05:00
https://www.coursehero.com/file/85537648/NR537-Week1Discdocx/
