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Sarah Usher

Police Jobs Through Police-Recruitment UK - 1 views

I was searching for police force jobs that will suit the qualifications that I have. I searched in offices and online until I came across Police-Recruitment UK. I was able to set my sights on a sp...

police force jobs

started by Sarah Usher on 06 Sep 11 no follow-up yet
Theron DesRosier

Revolution in the Classroom - The Atlantic (August 12, 2009) - 0 views

www.theatlantic.com/...race-to-the-top-education

christensen innovation

shared by Theron DesRosier on 13 Aug 09 - Cached
  • Theron DesRosier on 13 Aug 09
     
    An article in the Atlantic today by Clayton Christensen discusses "Revolution in the Classroom" In a paragraph on data collection he says the following: Creating effective methods for measuring student progress is crucial to ensuring that material is actually being learned. And implementing such assessments using an online system could be incredibly potent: rather than simply testing students all at once at the end of an instructional module, this would allow continuous verification of subject mastery as instruction was still underway. Teachers would be able to receive constant feedback about progress or the lack thereof and then make informed decisions about the best learning path for each student. Thus, individual students could spend more or less time, as needed, on certain modules. And as long as the end result - mastery - was the same for all, the process and time allotted for achieving it need not be uniform." The "module" focus is a little disturbing but the rest is helpful.
Joshua Yeidel

New Web Site Compares Student Outcomes at Online Colleges - Technology - The Chronicle ... - 0 views

chronicle.com/...47924

assessment accountability

shared by Joshua Yeidel on 06 Aug 09 - Cached
  • Joshua Yeidel on 06 Aug 09
     
    "College Choices for Adults [website] provides adults with specific information about what students are supposed to learn in the colleges' mostly career-oriented programs and measurements of whether they did." That's the billing in the Chronicle, but when I wen to the site, I found mostly self-reports of engagement and satisfaction.
Gary Brown

News: More Meaningful Accreditation - Inside Higher Ed - 0 views

www.insidehighered.com/...accredit

accreditation portfolios

shared by Gary Brown on 22 Apr 09 - Cached
  • ts most distinctive feature is that it would clearly separate "compliance" from "improvement." Colleges would be required to build "portfolios" of data and materials, documenting (through more frequent peer reviews) their compliance with the association's many standards, with much of the information being made public. On a parallel track, or "pathway," colleges would have the flexibility to propose their own projects or themes as the focus of the self-improvement piece of their accreditation review, and would be judged (once the projects were approved by a peer team) by how well they carried out the plan. (Colleges the commission deems to be troubled would have a "pathway" chosen for them, to address their shortcomings.)
  • educe the paperwork burden on institutions (by making the portfolio electronic and limiting the written report for the portfolio to 50 pages), and make the process more valuable for colleges by letting them largely define for themselves where they want to improve and what they want to accomplish.
  • "We want to make accreditation so valuable to institutions that they would do it without Title IV," she said in an interview after the presentation. "The only way we can protect the improvement piece, and make it valuable to institutions to aim high, is if we separate it from the compliance piece."
  • ...3 more annotations...
  • Mainly what happens in the current structure, she said, is that the compliance role is so onerous and so dominates the process that, in too many cases, colleges fail to get anything meaningful out of the improvement portion. That, she said, is why separating the two is so essential.
  • s initially conceptualized, the commission's revised process would have institutions build electronic portfolios made up of (1) an annual institutional data update the accreditor already uses, (2) a collection of "evidence of quality and capacity" drawn from existing sources (other accrediting reports), federal surveys and audits, and a "50-page, evidence-based report that demonstrates fulfillment of the criteria for accreditation," based largely on the information in (1) and (2), commission documents say. A panel of peer reviewers would "rigorously" review the data (without a site visit) at various intervals -- how much more frequently than the current 10-year accreditation review would probably depend on the perceived health of the college -- and make a recommendation on whether to approve the institution for re-accreditation.
  • "The portfolio portion really should be what's tied to continued accreditation," said one member of the audience. "As soon as you tie the pathway portion into that, you make it a very different exercise, as we're going to want to make a good case, to make ourselves look good."
Nils Peterson

Google for Government? Broad Representations of Large N DataSets | Computational Legal ... - 0 views

computationallegalstudies.com/...tions-of-large-amounts-of-data

shared by Nils Peterson on 11 Apr 09 - Cached
  • We are just two graduate students working on a shoestring budget.
  • S Spaeth on 11 Apr 09
     
    We agree with both President Obama and Senator Coburn that universal accessibility of such information is worthwhile goal. However, we believe this is only a first step. In a deep sense, our prior post is designed to serve as a demonstration project. We are just two graduate students working on a shoestring budget. With the resources of the federal government, however, it would certainly be possible to create a series of simple interfaces designed to broadly represent of large amounts of information. While these interfaces should rely upon the best available analytical methods, such methods could probably be built-in behind the scenes. At a minimum, government agencies should follow the suggestion of David G. Robinson and his co-authors who argue the federal government "should require that federal websites themselves use the same open systems for accessing the underlying data as they make available to the public at large."
  • Nils Peterson on 12 Apr 09
     
    an interesting example of work with large data sets, but also, a research group that is working "off-shore" from their campus and in a blog in ways that seem to parallel WSUCTLT
Corinna Lo

The End in Mind » An Open (Institutional) Learning Network - 0 views

www.jonmott.com/blog

wsuctlt ALT

shared by Corinna Lo on 15 Apr 09 - Cached
  • Corinna Lo on 15 Apr 09
     
    Jon said "I wrote a post last year exploring the spider-starfish tension between Personal Learning Environments and institutionally run CMSs. This is a fundamental challenge that institutions of higher learning need to resolve. On the one hand, we should promote open, flexible, learner-centric activities and tools that support them. On the other hand, legal, ethical and business constraints prevent us from opening up student information systems, online assessment tools, and online gradebooks. These tools have to be secure and, at least from a data management and integration perspective, proprietary. So what would an open learning network look like if facilitated and orchestrated by an institution? Is it possible to create a hybrid spider-starfish learning environment for faculty and students?"
Joshua Yeidel

Coopman - 0 views

www.uic.edu/...2202

shared by Joshua Yeidel on 01 Jul 09 - Cached
  • Joshua Yeidel on 01 Jul 09
     
    CRITIQUE OF E-LEARNING IN BLACKBOARD "Just as utopic visions of the Internet predicted an egalitarian online world where information flowed freely and power became irrelevant, so did many proponents of online education, who viewed online classrooms as a way to free students and instructors from traditional power relationships . . ." In "A Critical Examination of Blackboard's EˆLearning Environment" (FIRST MONDAY, vol. 14, no. 6, June 1, 2009), Stephanie J. Coopman, professor at San Jose State University, identifies the ways that the Blackboard 8.0 and Blackboard CE6 platforms "both constrain and facilitate instructorˆstudent and studentˆstudent interaction." She argues that while the systems have improved the instructor's ability to track and measure student activity, this "creates a dangerously decontextualized, essentialized image of a class in which levels of 'participation' stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users."
Nils Peterson

Amazon.com: Data Flow: Visualising Information in Graphic Design: R. Klanten, N. Bourqu... - 0 views

www.amazon.com/...ref=cm_cr_pr_product_top

data design problem-representation

shared by Nils Peterson on 29 Mar 09 - No Cached
  • Nils Peterson on 29 Mar 09
     
    Found this via a review in PBK which says "haut couture" of info graphics
  • Corinna Lo on 07 Apr 09
     
    Here you can preview some of the pages in the book. http://www.gestalten.com/books/detail?id=ceaea7651adf9ba0011b78b89b9d0295
Nils Peterson

The Edurati Review: Can "The Least Of Us" Disrupt and Change Education for "The Rest Of... - 1 views

www.eduratireview.com/...-of-us-disrupt-and-change.html

shared by Nils Peterson on 05 Oct 09 - No Cached
  • Internet access brings knowledge and information to the poor around the world. The reality is that a poor person is more likely to gain access to the Internet and the world of knowledge and information that it brings, than he or she is to get well-trained teacher in school.Disruption will come when the poor of the world figure out ways to educate themselves and their neighbors via the Internet. Of course this education won’t match the focus, rigor, and quality of Western schools, but never the less, the drive and need to learn will create a youth movement in these developing countries for using the Internet as a tool to educate themselves and others.And if all one has is the Internet, one is eventually going to get very good at using it to meet their needs. He or she will develop methods and practices that seem strange, different, and unorthodox. They will rely on the Internet as a source of education.Some in the West might begin to look at these poor kids in developing countries teaching themselves and their neighbors without classrooms and without teachers. Some might begin to wonder and ask, "If it works for them, might it work for us?" Some might adopt some of these strange, different, and unorthodox practices.
    • Nils Peterson
      Nils Peterson on 05 Oct 09
       
      Specualtion on the source of "disruption" to education. Might fit Clayton Christiansen's definition, and the author speculates it would be powered by youth, following previous youth movements.
Gary Brown

News: Turning Surveys Into Reforms - Inside Higher Ed - 0 views

www.insidehighered.com/...nsse

assessment NSSE Closing the loop

shared by Gary Brown on 26 Oct 09 - Cached
  • Molly Corbett Broad, president of the American Council on Education, warned those gathered here that they would be foolish to think that accountability demands were a thing of the past.
  • She said that while she is “impressed” with the work of NSSE, she thinks higher education is “not moving fast enough” right now to have in place accountability systems that truly answer the questions being asked of higher education. The best bet for higher education, she said, is to more fully embrace various voluntary systems, and show that they are used to promote improvements.
  • One reason NSSE data are not used more, some here said, was the decentralized nature of American higher education. David Paris, executive director of the New Leadership Alliance for Student Learning and Accountability, said that “every faculty member is king or queen in his or her classroom.” As such, he said, “they can take the lessons of NSSE” about the kinds of activities that engage students, but they don’t have to. “There is no authority or dominant professional culture that could impel any faculty member to apply” what NSSE teaches about engaged learning, he said.
  • ...4 more annotations...
  • She stressed that NSSE averages may no longer reflect any single reality of one type of faculty member. She challenged Paris’s description of powerful faculty members by noting that many adjuncts have relatively little control over their pedagogy, and must follow syllabuses and rules set by others. So the power to execute NSSE ideas, she said, may not rest with those doing most of the teaching.
  • Research presented here, however, by the Wabash College National Study of Liberal Arts Education offered concrete evidence of direct correlations between NSSE attributes and specific skills, such as critical thinking skills. The Wabash study, which involves 49 colleges of all types, features cohorts of students being analyzed on various NSSE benchmarks (for academic challenge, for instance, or supportive campus environment or faculty-student interaction) and various measures of learning, such as tests to show critical thinking skills or cognitive skills or the development of leadership skills.
  • The irony of the Wabash work with NSSE data and other data, Blaich said, was that it demonstrates the failure of colleges to act on information they get -- unless someone (in this case Wabash) drives home the ideas.“In every case, after collecting loads of information, we have yet to find a single thing that institutions didn’t already know. Everyone at the institution didn’t know -- it may have been filed away,” he said, but someone had the data. “It just wasn’t followed. There wasn’t sufficient organizational energy to use that data to improve student learning.”
  • “I want to try to make the point that there is a distinction between participating in NSSE and using NSSE," he said. "In the end, what good is it if all you get is a report?"
  • Kimberly Green on 26 Oct 09
     
    An interesting discussion, exploring basic questions CTLT folks are familiar with, grappling with the question of how to use survey data and how to identify and address limitations. 10 years after launch of National Survey of Student Engagement, many worry that colleges have been speedier to embrace giving the questionnaire than using its results. And some experts want changes in what the survey measures. I note these limitations, near the end of the article: Adrianna Kezar, associate professor of higher education at the University of Southern California, noted that NSSE's questions were drafted based on the model of students attending a single residential college. Indeed many of the questions concern out-of-class experiences (both academic and otherwise) that suggest someone is living in a college community. Kezar noted that this is no longer a valid assumption for many undergraduates. Nor is the assumption that they have time to interact with peers and professors out of class when many are holding down jobs. Nor is the assumption -- when students are "swirling" from college to college, or taking courses at multiple colleges at the same time -- that any single institution is responsible for their engagement. Further, Kezar noted that there is an implicit assumption in NSSE of faculty being part of a stable college community. Questions about seeing faculty members outside of class, she said, don't necessarily work when adjunct faculty members may lack offices or the ability to interact with students from one semester to the next. Kezar said that she thinks full-time adjunct faculty members may actually encourage more engagement than tenured professors because the adjuncts are focused on teaching and generally not on research. And she emphasized that concerns about the impact of part-time adjuncts on student engagement arise not out of criticism of those individuals, but of the system that assigns them teaching duties without much support. S
  • Gary Brown on 02 Nov 09
     
    Repeat of highlighted resource, but merits revisiting.
Nils Peterson

Focus on Formative Feedback - 0 views

www.ets.org/...88ba0e5dd572bada20bc47c3921509

formative feedback assessment education learning ETS

shared by Nils Peterson on 03 Nov 09 - Cached
  • This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.
  • Nils Peterson on 03 Nov 09
     
    Educational Testing Service website hosting a literature review ca 2007 on formative feedback. First 10 pages made it look promising enough to Diigo
Peggy Collins

Blackboard Press Releases - 1 views

www.blackboard.com/...Press-Releases.aspx

shared by Peggy Collins on 04 Nov 09 - Cached
  • Peggy Collins on 04 Nov 09
     
    "Blackboard Inc. (Nasdaq: BBBB) announced the launch of a native application for BlackBerry(R) mobile devices, debuting at the University of Washington this week, as part of the new Blackboard Mobile(TM) platform which is being leveraged by a growing number of campuses and K-12 schools to deliver a rich set of campus life services and content to mobile devices. The BlackBerry application enables many more users to enjoy an enhanced experience while navigating course catalogs and campus maps, e-mailing professors and classmates and receiving real time updates on course schedules, campus events, news and sports with Mobile Central (formerly MobilEdu(TM)), Blackboard Mobile's flagship suite of applications. Originally optimized for users of Apple(R) iPhone(R) and iPod Touch(R) devices, the best Mobile Central experience is now available to users of BlackBerry devices. The suite is also generally accessible to users of any smart phone or mobile Web enabled device. "This new platform allows us to easily reach our students, faculty and staff around the clock and deliver information whenever and wherever they want it, which increasingly is on mobile devices like the BlackBerry and iPhone," said David Morton, Director of Mobile Communication Strategies at the University of Washington (UW). "As a modern, global university, UW committed to embracing mobile communications and is pleased to be the launch institution for the BlackBerry initiative." "
Gary Brown

Student-Survey Results: Too Useful to Keep Private - Commentary - The Chronicle of High... - 0 views

chronicle.com/...49128

accountability NSSE

shared by Gary Brown on 17 Nov 09 - Cached
  • "There are … disturbing signs that many students who do earn degrees have not actually mastered the reading, writing, and thinking skills we expect of college graduates. Over the past decade, literacy among college graduates has actually declined."
  • But a major contributing factor is that the customers of higher education—students, parents, and employers—have few true measures of quality on which to rely. Is a Harvard education really better than that from a typical flagship state university, or does Harvard just benefit from being able to enroll better students? Without measures of value added in higher education, that's difficult, if not impossible, to determine.
  • Yet what is remarkable about the survey is that participating institutions generally do not release the results so that parents and students can compare their performance with those of other colleges.
  • ...3 more annotations...
  • Requiring all colleges to make such information public would pressure them to improve their undergraduate teaching
  • It would empower prospective students and their parents with solid information about colleges' educational quality and help them make better choices. To make that happen, the federal government should simply require that any institution receiving federal support—Pell Grants, student loans, National Science Foundation grants, and so on—make its results public on the Web site of the National Survey of Student Engagement in an open, interactive way.
  • Indeed, a growing number of organizations in our economy now have to live with customer-performance measures. It's time higher education did the same.
  • Gary Brown on 17 Nov 09
     
    The whites of the eyes--the perceptions and assumptions behind the push for accountability. I note in particular the notion that higher education will understand comparisons of the NSSE as an incentive to improve.
Sarah Usher

Pass the Police Recruitment Process in One Attempt - 1 views

I was so happy PoliceRecruitmentUK provided me a lot of information about the police recruitment process! They showed me tips and information on what to expect during the selection process. That ...

police recruitment

started by Sarah Usher on 13 Jul 11 no follow-up yet
Gary Brown

For Accreditation, a Narrow Window of Opportunity - Commentary - The Chronicle of Highe... - 4 views

chronicle.com/...65980

accreditation

shared by Gary Brown on 24 Jun 10 - Cached
  • After two years as president of the American Council on Education, I feel compelled to send a wake-up call to campus executives: If federal policy makers are now willing to bail out the nation's leading banks and buy equity stakes in auto makers because those companies are "too big to fail," they will probably have few reservations about regulating an education system that they now understand is "too important to fail."
  • Regardless of party, policy makers are clearly aware of the importance of education and are demanding improved performance and more information, from preschool to graduate school. In this environment, we should expect college accreditation to come under significant scrutiny.
  • It has also clearly signaled its interest in using data to measure institutional performance and student outcomes, and it has invested in state efforts to create student-data systems from pre-kindergarten through graduate school.
  • ...8 more annotations...
  • Higher education has so far navigated its way through the environment of increased regulatory interest without substantial changes to our system of quality assurance or federally mandated outcomes assessment. But that has only bought us time. As we look ahead, we must keep three facts in mind: Interest in accountability is bipartisan, and the pendulum has swung toward more regulation in virtually all sectors. The economic crisis is likely to spur increased calls from policy makers to control college prices and demonstrate that students are getting value for the dollar. The size of the federal budget deficit will force everyone who receives federal support to produce more and better evidence that an investment of federal funds will pay dividends for individuals and society.
  • If we do not seize the opportunity to strengthen voluntary peer accreditation as a rigorous test of institutional quality, grounded in appropriate measures of student learning, we place at risk a precious bulwark against excessive government intervention, a bulwark that has allowed American higher education to flourish. When it comes to safeguarding the quality, diversity, and independence of American higher education, accreditors hold the keys to the kingdom.
  • share plain-language results of accreditation reviews with the public.
  • all accreditors now require colleges and universities to put more emphasis on measuring student-learning outcomes. They should be equally vigilant about ensuring that those data are used to achieve improvements in outcomes
  • It takes very little close reading to see through the self-serving statements here: namely that higher education institutions must do a better PR job pretending they are interested in meaningful reform so as to head off any real reform that migh come from the federal authorities.
  • THEREFORE, let me voice a wakeup call for those who are really interested in reform--not that there are many.1.There will never be any meaningful reform unless we have a centralized and nationalized higher educational system. Leaving higher education in the hands of individual institutions is no longer effective and is in fact what has led to the present state we find ourselves in. Year after countless year we have been promised changes in higher education and year after year nothing changes. IF CHANGE IS TO COME IT MUST BE FORCED ONTO HIGHER EDUCATION FROM THE OUTSIDE.
  • Higher education in America can no longer afford to be organized around the useless market capitalism that forces too many financially marginalized institutions to compete for less and less.
  • Keeping Quiet by Pablo NerudaIf we were not so singled-mindedabout keeping our lives moving,and for once could do nothing,perhaps a huge silencemight interrupt this sadnessof never understanding ourselvesand of threatening ourselves with death.
  • Gary Brown on 24 Jun 10
     
    It is heating up again
Gary Brown

Quick Takes: May 13, 2010 - Inside Higher Ed - 2 views

www.insidehighered.com/...qt

accreditation

shared by Gary Brown on 07 Jun 10 - Cached
  • A proposed change in the Council for Higher Education Accreditation's policies for recognizing accrediting agencies is drawing criticism from the National Association of Independent Colleges and Universities. Under the proposed change, which is part of a larger revision of the council's procedures for reviewing the work of accreditors, would require agencies to show that they "inform the public of decisions on [individual colleges' or programs'] accreditation status and the reasons for these decisions."
  • CHEA language is ambiguous about the purpose of the new requirement." CHEA is seeking comment on the new standards.
  • Gary Brown on 07 Jun 10
     
    changing pressures influencing changes in accreditation, and a link to weigh in....
Gary Brown

Details | LinkedIn - 0 views

www.linkedin.com/groupItem

accountability

shared by Gary Brown on 11 Sep 10 - No Cached
  • Although different members of the academic hierarchy take on different roles regarding student learning, student learning is everyone’s concern in an academic setting. As I specified in my article comments, universities would do well to use their academic support units, which often have evaluation teams (or a designated evaluator) to assist in providing boards the information they need for decision making. Perhaps boards are not aware of those serving in evaluation roles at the university or how those staff members can assist boards in their endeavors.
  • Gary Brown • We have been using the Internet to post program assessment plans and reports (the programs that support this initiative at least), our criteria (rubric) for reviewing them, and then inviting external stakeholders to join in the review process.
Gary Brown

Texas A&M's Faculty Ratings: Right and Wrong - Commentary - The Chronicle of Higher Edu... - 0 views

chronicle.com/...124330

accountability

shared by Gary Brown on 08 Sep 10 - No Cached
  • "Academia is highly specialized. We don't mean to be exclusive. We are a public-serving group of people. But at the same time, that public isn't well-enough aware of what we do and who we are to evaluate us."
  • But the think tank is correct that taxpayers deserve to know how their money is being spent. Public-university operating costs in Texas have gone up more than 60 percent in the last two decades, even after adjusting for inflation, and professors are among the state's highest-paid public employees. The state needs accountability measures, and they must be enforced by a party other than the faculty, who, it could easily be charged, have a conflict of interest. That's what Texas A&M got right.
  • Moosally is right about one thing: The public isn't well aware of what she and many of her colleagues do. But they should be. That is not to say that the public will be able to understand what goes on in all of the chemistry laboratories in Texas. But Moosally teaches English at a college that is not exactly tasked with performing cutting-edge research. Houston-Downtown's mission is to provide "educational opportunities and access to students from a variety of backgrounds including many first-generation college students."
  • ...7 more annotations...
  • No doubt there is useful research coming out of the university system. But plenty could be omitted without a great deal of detriment to students' education. For instance, Hugill's most recent contributions have included a chapter on "Transitions in Hegemony: A Theory Based on State Type and Technology" and the article "German Great-Power Relations in the Pages of Simplicissimus, 1896-1914." Moosally's master's thesis was titled "Resumptive Pronouns in Modern Standard Arabic: A Head-Driven Phrase Structure Grammar Account," and her current research interests include "interactions between grammar knowledge and writing abilities/interest [and] cross-linguistic patterns of agreement."
  • Only 35 percent of respondents felt it was very important for colleges to "provide useful information to the public on issues affecting their daily lives."
  • According to a 2004 survey by The Chronicle, 71 percent of Americans thought it was very important for colleges to prepare undergraduates for careers, while only 56 percent thought it was very important for colleges to "discover more about the world through research."
  • What Texas A&M officials have also missed is that faculty members must be held accountable for what they teach.
  • Professors receive more credit for teaching higher-level students. But again, that is backward. The idea should be to give senior faculty members more credit for teaching introductory classes.
  • Moreover, the metric entirely ignores teaching quality. Who cares how many "student hours" professors put in if they are not particularly good teachers anyway?
  • Ultimately there needs to be a systemic solution to the problem of teacher quality. Someone—a grown-up, preferably—needs to get into the classroom and watch what is being done there.
  • Gary Brown on 08 Sep 10
     
    Another one in which the comments say more than I might--but the range of these accountability pieces underscore the work to do....
Joshua Yeidel

Analyzing Outcome Information: Getting the Most from Data - 1 views

www.urban.org/...310973.html

shared by Joshua Yeidel on 22 Sep 10 - Cached
  • Joshua Yeidel on 22 Sep 10
     
    Fifth in a series on outcome management. "This guide is unique in offering suggestions to nonprofits for analyzing regularly collected outcome data. The guide focuses on those basic analysis activities that nearly all programs, whether large or small, can do themselves. It offers straightforward, common-sense suggestions. "
Joshua Yeidel

Using Outcome Information: Making Data Pay Off - 1 views

www.urban.org/...311040.html

assessment outcomes

shared by Joshua Yeidel on 22 Sep 10 - Cached
  • Joshua Yeidel on 22 Sep 10
     
    Sixth in a series on outcome management for nonprofits. Grist for the mill for any Assessment Handbook we might make. "Systematic use of outcome data pays off. In an independent survey of nearly 400 health and human service organizations, program directors agreed or strongly agreed that implementing program outcome measurement had helped their programs * focus staff on shared goals (88%); * communicate results to stakeholders (88%); * clarify program purpose (86%); * identify effective practices (84%); * compete for resources (83%); * enhance record keeping (80%); and * improve service delivery (76%)."
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