3 edition of Evaluating the cost-effectiveness of instructional programs found in the catalog.
From the proceedings of the Symposium on Problems in the Evaluation of Instruction, University of California, Los Angeles, December 1967.Bibliography: leaf 34.
|Statement||University of California|
|Publishers||University of California|
|The Physical Object|
|Pagination||xvi, 77 p. :|
|Number of Pages||70|
|2||CSE report -- no. 25.|
|3||California. University. University at Los Angeles. Center for the Study of Evaluation of Instructional Programs. CSE report -- no. 25.|
nodata File Size: 5MB.
Espace et territoire au Moyen Age : Hommages à Bernadette Barrière (Mémoires) [Jun 01, 2012] Ferran, Luc
Constitution of the State of Vermont, established July 9, 1793 and amended in 1828, 1836, 1850, 1870, 1883, 1913, 1924, 1954, and 1964.
Be sure to describe your selected instructional module as it relates to each of these exercises. The approach to measuring costs is similar for both techniques, but in contrast to cost-effectiveness analysis where the results are measured in educational terms, cost-benefit analysis uses monetary measures of outcomes. There are many ways of testing the acquisition of knowledge; assessments, self-assessments, informal testing, and so on.
There are standard methods for ascertaining the annualized value of costs for ingredients. Effectiveness measures were taken from evaluation studies that had focused on the achievement gains associated with each type of intervention. Backwards Planning Throughout thiswe have been using the to ensure the learning platform is designed in a manner that achieves the specified Business Need or Objective: It is based on 1975 ; however, it starts with the last step and works backwards to achieve the desired goals.
While making formative changes are best conducted during earlier stages of the design process, these changes may come later if the situation dictates it. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. The board recognizes the importance of having a systematic process for evaluating instructional programs.
Effectiveness relative to cost was highest for the provision of more instructional materials and lowest for raising teacher salaries. It happens throughout the entire process and continues after design is done, as well.
It should be noted that a more complex, but related, form of analysis, cost-utility, can be used to assess multiple objectives. In this chapter we reviewed what evaluation looks like and its relationship within the instructional design process.