evaluation process yvonne ward cur/528 march 28,2016 ... · writing skills can show one’s levels...

Running head: EVALUATION PROCESS 1

Evaluation Process

Yvonne Ward

CUR/528

March 28, 2016

Instructor Laura Armer

EVALUATION PROCESS 2

Evaluation Process

The assessment process of trusting students to be interested in learning and working

together is evaluating measures. The process is the method of establishing a plan for measurable

reporting results. Implementing the process that will create a difference on how a student’s

writing skills can show one’s levels of performance with the different program areas and groups.

The evaluation process is findings the focus on learning and sharing resulting in incentive.

Academic assessment for the intervention of learning potential that identifies the problem

performance is the process evaluation the report data that develop creative incentives. Using the

creative incentive process will establish the evaluation needs is the assessment for changes and

improvement.

Program Description

The program is Creative Incentive an academic reward program that rewards

learners/students on taking ownership of one’s education. The creative incentive program

reduces the high financial loan, the high-cost payments to merging academic learners/students.

Academic education transition of sharing one’s insight studying together in a mentor to a

mentoring collection of creative thoughts to identify leaders. Letting students become leaders to

influence others and trustworthy of one's educational life. The incentive program interpretation is

student’s ability to perform that validates the student’s motivation concepts that address the

creative thinkers the reward potentials of creative incentives. The innovative incentive the

incentive program about growing and learning together, mentoring to present leadership, and

sharing collectively. Creative Incentive takes on the authentic assessment that refines the

generous, creative incentive program using performance scale rubric to the student’s quality

sharing and teaching each other. The program will change the standard traditional data


exams/testing, change the overwhelming core class repeating studies. It is students helping

students and sharing for quality control potential learners. The authentic assessment to evaluate

performance the creative minds of critical thinkers. The educational adjustment rewards for the

young experience, the original evaluators training while learning from each other early and being

paid.

Description of the problem

To describe the problem is to add that there will be skepticism, not believing the students

potentials. Also, the College Board is not wanting a new interpretation of learning source

students mentoring to minimize loan payment. Not believing is the classified term to not

understanding that students are already very smart and with the creative minds to learning.

Therefore, students do not want to be with the same four years terms of college where

information is the cyber world of technology and school is a privilege. However, going over

classes that have no real meaning to one's major is not validation. It is the college dropouts and

bored overachievers who think fast paced. The actual meaning to college is students categorizing

research in narrative terms. Enhancing the critical mind thinkers creatively to validates the

authentic assessment qualitative performance grading. The reliable rubric grading on each

student’s assignment interviews writing is the performance grading narratives using the diverse

percentage data analysis scoring interpretation. Therefore, not believing this is possible is what

will generate problems.

Data collection procedures

The procedures are the methodology to the creative incentive program the data collection

through authentic assessment performance grading that which measure student’s creative writing

skill. The data process evaluation is the sample analysis through assignments participation.


Researching together is to credit and identify the potential writing creatively skills of each

learner/students. Therefore, the rubric grading on the learners/students areas of writing

categorizing the assignment. The data collection importance is the factual or theory behind the

written information for the Instructor Evaluator to grade how the learner/student understands or

interprets the assignment for that college courses. Therefore, was the information clear with the

suggestion that can be evaluated as the needed formal purpose or significant reporting

information? The areas of the data rubric collection report are with percent scoring of the

assignments respondents to assess the learner/student writing behavior skills.

Procedures for analyzing the data

The procedure is the student's written assignment to measure the student's self-direction

and review the student's writing practice expertise and course knowledge. Therefore, the systems

terms are assessment grading that is “defined as all informal and formal measures. The sharing

potential was undertaken by teachers or others to collect information on the progress students

have made, and the dissemination of this information to the students or other interested parties

(parents, teachers, schools, employers, educational authorities.) The data analysis proposal

concludes with the written discussion of some of the potential implementation problems,

concerning various useful sources, guidelines, and models that could be utilized in the further

development of these ideas about the new proposed curriculum. Attention is also drawn to new

possibilities provided by information and communications technology. (Continuous

Multidimensional Assessment, 2016.)”

Examples of Assessment Rubric

Criterion Quality

“Gains attention of audience Gives details or

an amusing fact,

“Does a two-

sentence

Does not attempt to gain

attention of audience,


a (Continuous

Multidimensional

Assessment,

(2016.)”series of

questions, a short

demonstration, a

colorful visual,

or a personal

reason they

picked this topic

introduction,

then starts a

speech. Gives

a one sentence

introduction,

then starts the

speech.”

just starts speech

“(Figure 14 Scoring Rubric: Drawing Conclusions

52), 2016)”

Points Characteristics

0 “Fails to reach a conclusion

1 Draws a conclusion that is not supported by

data

2 Draws a conclusion that is backed by data,

but fails to show any evidence for that

conclusion

3 Draws a conclusion that is supported by the

data and show gives supporting evidence for

the conclusion. (Continuous

Multidimensional Assessment, (2016.)”

“(Continuous Multidimensional Assessment, (2016.)”


“(Performance-Based Assessment: Rubrics, Web 2.0 Tools and Language

Competencies*, 2016.)”

“(Overview of rubrics in MyCourses, 2016.)”


“(Bet365 financial sniper system bet365 opening bonus types of scoring rubrics in,

2016.)”

Results/Findings

The results are useful grading the relevant student’s examination into one’s self-

directions partnering one’s talent into rewards from day one of one’s college learning reporting.

The results are the learner/student’s development that will be graded by performance

assessments. The authentic evaluation methodology collection is the findings measured and

results. The findings are the recruiting evaluation testing to critical thinking, decision making,

creative writing where a student’s writing skill implements the course measures. Therefore, the

results/findings are motivated students student who will graduate and focus on staying


productive than to worry about paying back high loan payments. Creative incentives is a

rewarding performance with grading performance and student's development. The efficient data

collection analysis that shows the authentic results is also the result rewarding. Also, the

student's retention, lower college dropout, student's completion, and higher graduation rate.

Summarize the Evaluation Process

In conclusion, creative incentives are introducing need assessment and a learning

environment that add sharing actively for values of performance and be rewarded for that

development. Active learning, sharing, mentoring builds motivated students and leader and that

is the plan to creative incentive a program created for the future. Therefore, the evaluation

process is identifying each area of needs to learning to build a program that will benefit the

needs. The needs are reinforcing learning to the new generation that comes cyber ready, tech

savvy and introduce these creative minds to explore with measures of sharing to gain. The gain is

with collaboratively reading, researching and sharing knowledge through mentoring/teaching

each other. Therefore, the college needs to understand that this new generation is all about fast

pace and build a program around that need analyzing the area of creative evaluation incentive is

one of that program. The creative incentive will not only reward the sharing of intellectual

measures of creative thinking, decision making for development. The creative stimulus is

motivational incentive introducing advanced learning and training with each other to lessen the

time spent in college and also lower the financial strain after a student has graduated. It is taking

the evaluation process to the levels of building productive leadership with students helping each

other creatively and using overall performance grading to assess the learners learning

environment. The creative incentive program is the college course implementation, the college


reinforcement to changing the rewarding of students/learners. Also, training facilitators will add

one's professional background as a support.

(Authentic Leadership for Teams, 2016)

Reveal the students core strengths.

Cross Training with Students Helping Students

Self-Motivate, and help with implementing other students motivation

Leadership recruitment from peer to peer learning

Quality Effective learning from mentoring each other

Creating Team membership engaging and trusting student team member.'

Study Support mentoring for learning solution

A learner/student coming in from the high school levels learning effectively to surpass

the core classes and advance into one's college course majors. The student is more advanced why

not those creative behavior skills collaborate and create a treatment plan that will report success.

The directions of creative incentive are to expect the unexpected with the use of peer help from

the same grouping learner's/students mentoring each other. The statistics are a student these days

are very smart because one understands the pattern significance and variables of technology

valid reasons to learn from the younger generation. The worthiness is the permission to start

one’s college course major in less time helping from day one of one’s higher educational life and


is rewarded. Each data collection through authentic assessment is to assure and ensure the

learner/student understands that one is not alone and will be rewarded for performance skills one

shares. Therefore, the college personal is the in-depth sharing the motivator development of

creative training. Students sharing knowledge design around creative incentive rewards is to aid

the educators that students can help. Understanding these areas of inside support and the control

groups that students can form with each other with sharing one advance creative greatness will

improve schools, college ranking, and improve the significant loss each year of college dropout

to retention, and graduation. Also, the formal measures to sharing to build confidence that

examine the objectives and implement the goals of the learner’s/student’s college degree

completion plans. The process evaluation is for the outcome performance, the result that rewards

student/students for one's academic performance. The evaluation process is for the Creative

Incentive a level measure for the possible, for the advance, for the improvement learning from

each other that categorize active levels of intelligence. The conversation is on real learning from

peer to peer measures of a mentor. Assessment of grade performance is the development that

materializes the well deserving students for the creative incentive. The original motivation of the

financial rewards program rewards intervention qualifies active learning that reduces loan

payments for productive leaders.


References

An Introduction to Program Evaluation, Formative and Process Evaluation. Fifth Edition,

Royse, D., Thyer, B., Padgett, D. (2006, 2010) Ch.3, Retrieved from, the College

of Education Resource, University of Phoenix, CUR528

An Introduction to Program Evaluation, Pragmatic Issues. Fifth Edition,

Royse, D., Thyer, B., Padgett, D. (2006, 2010) Ch.13, Retrieved from, the College of

Education Resource, University of Phoenix, CUR528


An Introduction to Program Evaluation, Writing Evaluation Proposal, Reports, and Journal

Articles. Fifth Edition, Royse, D., Thyer, B., Padgett, D. (2006, 2010) Ch.15, Retrieved

from, the College of Education Resource, University of Phoenix, CUR528

Assessing Student Learning, Setting Benchmarks or Standards. Second Edition, Suskie, L

(2009), Ch.15, Retrieved from, the College of Education Resource, University of

Phoenix, CUR528

Authentic Leadership for Teams, Retrieved from, http://www.authleadership.com/ali/al-for-

Teams

Bet365 financial sniper system, bet365 opening bonus types of scoring rubrics in, (2016.)

Retrieved from, http://www.liyuantv.com/beajeus/119575-267273.html

Continuous Multidimensional Assessment, (2016.) Retrieved from,

https://notendur.hi.is/ingvars/namsmat/cma.html

Continuous Multidimensional Assessment, Grading, and Reporting, (2016.) Retrieved from,

https://notendur.hi.is/ingvars/namsmat/cma.html#Grading and Reporting

Google Image, (2016) Retrieved from,

https://www.google.com/search?q=authentic+assessment+grading+rubrics&tbm=isch&tb

o=u&source=univ&sa=X&ved=0ahUKEwjw-

tiD2fzLAhUE4SYKHcK6A78QsAQIQw&biw=1280&bih=899

Institutional Research, Assessment, and Effectiveness, (2016) Retrieved from,

http://drexel.edu/irae/

Overview of rubrics in MyCourses, (2016) Retrieved from,

http://kb.mcgill.ca/?portalid=2&articleid=4344#tab:homeTab:crumb:8:artId:4344:src:arti

cle


Performance-Based Assessment: Rubrics, Web 2.0 Tools and Language Competencies*, (2016.)

Retrieved from, http://mextesol.net/journal/index.php?page=journal&id_article=108

.

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