EXPERIENCE WITH SEVERAL QUALITATIVE EVALUATION METHODS IN EDUCATION

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21630%2F22%3A00362610" target="_blank" >RIV/68407700:21630/22:00362610 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.21125/iceri.2022.1171" target="_blank" >https://doi.org/10.21125/iceri.2022.1171</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2022.1171" target="_blank" >10.21125/iceri.2022.1171</a>

Jazyk výsledku

angličtina

Název v původním jazyce

EXPERIENCE WITH SEVERAL QUALITATIVE EVALUATION METHODS IN EDUCATION

Popis výsledku v původním jazyce

Educational projects and programs are expected to bring long term impacts for a target group. The results are usually not visible immediately after the education or training but rather need more time and effort to identify and assess the benefits of education and training in the long term. Various evaluation methods – both quantitative and qualitative - are used for finding results and impacts of educational trainings and programs. This paper brings an experience of the authors with using various qualitative methods in evaluating educational and training projects and programs realized mainly within the European Cohesion policy. The paper discusses suitability, usability and limitations of several qualitative evaluation methods like the Most Significant Change, Case Studies, Outcome Harvesting, and others. Main pros and cons of the qualitative methods are also mentioned. Our practical experience with the above mentioned methods can serve as a guide or recommendation for education providers in setting up a framework for evaluation of realized educational and training projects and programs.

Název v anglickém jazyce

EXPERIENCE WITH SEVERAL QUALITATIVE EVALUATION METHODS IN EDUCATION

Popis výsledku anglicky

Educational projects and programs are expected to bring long term impacts for a target group. The results are usually not visible immediately after the education or training but rather need more time and effort to identify and assess the benefits of education and training in the long term. Various evaluation methods – both quantitative and qualitative - are used for finding results and impacts of educational trainings and programs. This paper brings an experience of the authors with using various qualitative methods in evaluating educational and training projects and programs realized mainly within the European Cohesion policy. The paper discusses suitability, usability and limitations of several qualitative evaluation methods like the Most Significant Change, Case Studies, Outcome Harvesting, and others. Main pros and cons of the qualitative methods are also mentioned. Our practical experience with the above mentioned methods can serve as a guide or recommendation for education providers in setting up a framework for evaluation of realized educational and training projects and programs.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2022 Proceedings

ISBN

978-84-09-45476-1

ISSN

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e-ISSN

2340-1095

Počet stran výsledku

6

Strana od-do

4859-4864

Název nakladatele

IATED Academy

Místo vydání

Valencia

Místo konání akce

Seville

Datum konání akce

7. 11. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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