Comprehensive Framework for Effective Project Evaluation in Education

1. Proposed Evaluation Framework for the EYE

2. Evaluation as an Important Stage in the Implementation of Projects Input Process Output Outcome

3. Evidence-based Evaluation To collate and supply relevant evidence to demonstrate the value-addedness of the school’s performance • Establish a set of goals • Specify indicators by listing observable changes • Search for measures that can provide evidence on the • changes • Collect data for these measures • Analyze the data to conclude whether targets have been • met

4. Target Result Attained An Evaluation Process Needs Assessment Current Situation What improvement is needed? Desired Situation Goals Indicators Target Met? Measures

5. Curriculum Reform Present & Future Job Market Requirements • ContentsMethods • Key Learning Areas(KLA) Teaching and Learning in • Generic Skills(GS)school • Life Skills Training  School-Based Practices • Workplace know how Work-Based Practices • Work Habit & Attitude Community Experiences • Others 1. Core Competency • (e.g. Literacy, Numeracy, • Communication Skills, • Thinking Skills, Daily Living • Skills, Personal Qualities) • 2. Optional KLA/GS Open Employment Skills Centres Training Centres Supported Employment Sheltered Workshops Day Activity Centres Others EYE • Input • Process • Outcome • School Plans/Annual • Reports • Visits/Observations • Baseline Changes of • Individual Students • Student Admission • Profiles to Post-school • Institutions Evaluation Community Expectations Students Abilities / Choices Parent Involvement & Support • Sponsors/Schools • Curriculum • Development • Teaching & Learning • Resources and • Assessment System/ • Tools • Inter-school • Collaboration/ • Sharing/Explorations • Others • SWD/NGOs • Information on Entry • Requirements • Attachment Programs • Work-place Visits • Others • VTC/Training Centres • Vocational Assessment • Program • Information on Entry • Requirements • Attachment Programs • Work-place Visits • Others • EMB • Training and Support • Seminars/Workshops • Overseas Visits • Curriculum Guides • Reference to Overseas Resources • Resources • Target students counted • towards demand • Others Conceptual Framework of The Pilot Project on Extension of Years of Education in Special Schools for the Mentally Handicapped (EYE)

6. 1. Transitional Needs Assessment Students’ aptitudes / choices Involvement of school personnel / parents / students

7. 2. Individual Transition Plan • Planned collaboratively to meet present and future needs • Clear goals in terms of learning outcomes of the • participating students • Linkage with existing curriculum and priorities for • instruction • Resources requirements • Strategies for monitoring progress • Clearly-defined time frames

8. New South Wales’ Example – The Individual Transition-Planning Process

9. 3. Learning Theories • Learning Theories: • Theories on instruction: Mastery Learning Cooperative Learning Accelerated Learning Thematic Instruction Whole-Brain Learning Service Learning Cognitive Coaching School-to-work Transition Instructional Technology Youth Apprenticeship Constructivism Behaviourism Piaget’s Developmental Theory Neuroscience Brain-based Learning Learning Styles Multiple Intelligences Right Brain / Left Brain Thinking Communities of Practice Control Theory Observational Learning Vygotsky and Social Cognition  Useful Website: http://www.funderstanding.com/

10. School to Work Transition Basic Elements: • Integrate long-separated “tracks” of academic and vocational education • Link schooling with the demands and realities of the workplace • Develop programs to closely coordinate secondary and • post-secondary education with employers. Develop new models that integrate vocational and academic education Curriculum Instruction Focus on experiential, project-based learning Assessment Use portfolios to gauge a student’s employability

11. 4. Learning Standards • Core competencies: Literacy, Numeracy, IT, Social skills, Thinking skills, Daily living skills, Personal qualities, Workplace know how, Work habit and attitude • Optional key learning areas and generic skills

12. 5. Teaching Strategies • What teaching strategies are adopted • How these strategies are geared towards the objectives • of ITP

13. 6. Assessments • What assessment theories Authentic assessment (Performance-based assessment) Classroom assessment techniques (Action research) Portfolio assessment • How to assess students’ attainment • How the teaching strategies and curriculum are • adapted in the light of assessment results

14. Demonstration of some assessment checklists(Extract of Informal Assessments for Transition Planning (2000))

19. 7. Evaluations • What is the focus of the evaluation, and what should • be reported? • Who should be involved? • How can the output/learning outcomes be evaluated? • When are the evaluations conducted?

20. 8. Additional Factors • Staff training and professional development • Parental involvement and support • Motivation of students • Other external support

21. The End