09 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
The importance that currently is granted to the evaluation of educative programs is based in the relation of this one with the quality term. Nevertheless, the quality, when being a relative and multidimensional concept, is very difficult to define, for this reason it is necessary to establish criteria to define what Quality is. Thus, most of authors (Stufflebeam, 2001; MacDonald & Kushner, 2004; Stake, 2004; De Miguel, 2004; Pérez-Juste, 2006; Mateo, 2006, etc.) are agree in defining Programs Evaluation like a collection process, analysis and valuation of valid and reliable information, on the basis of established criteria, to make decisions from improvement on the evaluated program. In this evaluative process they have to actively take part all people involved in the program, considering the context in which includes, so that the evaluation entails to cover of needs for transformation and improvement.
Considered like this the Programs Evaluation, it becomes in a tool for managing the quality of educative process through communication and learning, reasons why it is totally essential that the professionals of the education, in general, should to have a solid training in this type of evaluative practices, since it is going to allow to optimize itself program, the good practice of its people in charge and addressees, as well as the institution and the context in which this program is located.
In a particular way, the Inclusive Education Teachers have to dedicate more effort for preparing of individualized programs (Ayers, Day & Rotatori, 1990; Hunt, 1992; Ysseldyke & Marston, 1992), they should to focused the evaluation to be agree with long and detailed students knowledge (Stough & Palmer, 2003). Inclusive Education Teachers should develop alternative methods for evaluation students needs (Hall, 1992), their basic abilities (Deno, 2003), their behaviors and evolution (Conroy & Peck, 2003), etc. Therefore, the evaluative practices of this type of teaching must have distinguishing characteristics of those of the rest of professionals of education (García-Sanz, 2012).
In our work investigation we start whit the following question: What training needs have the teachers of Inclusive Education in Programs Evaluation? On the basis of the answers obtained by means of the empirical study that in this contribution is, we study the need to design intervention programs to correct the possible formatives deficiencies in Evaluation Programs.
This research suggests three objectives:
1. To prove validity of content and the reliability of the instrument used for the information collection.
2. To describe the training needs in Programs Evaluation of teachers of Inclusive Education, differentiating between the execution actual level and the importance level.
3. To analyze the training needs of teachers based on the female/male sex, type of center, teaching specialty, administrative situation and years of experience.
This work take part of the research project: “Evaluation of evaluative practices of teachers who meet attention to the diversity: Design, application and evaluation of an intervention program for its improvement”, which has been made in Spain with financing of the National Plan of I+D+I (Maquilón-Sánchez et al, 2010).
Ayers, W.; Day, G.F. & Rotatori, A.F. (1990). Legal, judicial, and IEP parameters of testing. En A.F. Rotatori, R.A. Fox, D. Sexton y J. Miller (Eds.). Comprehensive Assessment in Special Education: Approaches, Procedures, and Concepts (pp. 124-144). Springfield, IL: Thomas. Conroy, M.A. & Peck, J. (2003). The application of antecedents in the functional assessment process. Existing research, issues, and recommendations. The Journal of Special Education, 37, 15-25. De Miguel, M. (2004). Nuevos retos en el ámbito de la evaluación. En L. Buendía, D. González y T. Pozo. Temas fundamentales en la Investigación Educativa. Madrid: La Muralla. Deno, S.L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192. DeVellis, R.F. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage Publications García-Sanz, M.P. (2012). Fundamentos teóricos y metodológicos de la evaluación de programas. Murcia: DM. Hall, E.F. (1992). Assessment for differentiation. British Journal of Special Education, 19, 20-23. Hunt, M. (1992). Meeting primary needs. British Journal of Special Education, 19, 28-31. MacDonald, B., & Kushner, S. (2004). Democratic evaluation. In S. Mathison (ed.). The encyclopedia of evaluation. Thousand Oaks, CA: Sage. Maquilón-Sánchez, J.J.; Martínez-Segura, M.J.; García-Sanz, M.P. & García-Sánchez, F.A. (2010). La formación en evaluación educativa del profesorado de atención a la diversidad. REIFOP, 13 (3), 141-154. Mateo, J. (2006). Claves para el diseño de un nuevo marco conceptual para la medición y evaluación educativas. Revista de Investigación Educativa, 24 (1), 165-186. Pérez-Juste, R. (2006). Evaluación de programas educativos. Madrid: La Muralla. Stake, R.E. (2004). Standards-Based and Responsive Evaluation. Thousand Oaks, CA: Sage Publications Stough, L.M. & Palmer, D.J. (2003). Special thingking in special settings: a qualitative study of expert special educators. The Journal of Special Education, 36, 206-222. Stufflebeam, D. L. (2001). Evaluation models. New Directions for Evaluation, 89, 7-99.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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