OLPC Oceania/Evaluation/Solomons Framework: Difference between revisions
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= Measurable Objectives for evaluation framework – Solomon Islands example = |
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= Measurable Objectives and evaluation framework – Solomon Islands example = |
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This is a framework developed and approved by the Solomon Islands Ministry of Education. |
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= OLPC Trials Solomon Islands: Project Objectives and Evaluation Parameters = |
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{| class="prettytable" |
{| class="prettytable" |
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| '''Objectives''' |
| '''Objectives''' |
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| ''' |
| '''Expected outputs''' |
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| '''Indicators and instruments (how it is measured)''' |
| '''Indicators and instruments (how it is measured)''' |
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| Awareness raised |
| Awareness raised about OLPC and the objectives of the trial in Western Province |
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| Ministry, teachers, sector partners aware of: |
| Ministry, teachers, sector partners and communities aware of: |
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* The vision of OLPC |
* The vision of OLPC |
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* The function of OLPC/XO/XS |
* The function of OLPC/XO/XS |
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* Objectives trial in the Western Province. |
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* Consultation and briefing meetings held with the Ministry, schools and communities |
* Consultation and briefing meetings held with the Ministry, schools and communities |
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* Interviews and survey |
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* Media awareness campaign |
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* Interviews and surveys |
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| To assess the impact of OLPC in the area of Teaching and Learning |
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(In each sub-sector: Early Childhood, Primary, Secondary, TVET) |
(In each sub-sector: Early Childhood, Primary, Secondary, TVET) |
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* The XO is used |
* The XO is used in T & L at schools and centres |
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* The XO is |
* The XO is utilised in particular for some of the subjects |
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* The XO is integrated into normal/formal T & L-formal education delivery |
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* Teaching methods affected positively through the use of the XO in T & L, including more/improved: |
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* Teaching methods are affected positively through the use of the XO in T & L, including more/improved: |
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** Learning by Doing |
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** Child-focused teaching |
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** Group work/sharing/collaboration |
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** Inclusion / engagement of all students |
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* Improved curriculum as a result of the XO/OLPC project |
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* Impacts seen in all sub-sectors, but mostly with early age education |
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(a) Learning by Doing |
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(b) Child-focused teaching |
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(c) Group work/sharing/collaboration |
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(d) Inclusion / engagement of all students |
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(e) Curriculum changes as a result of the XO/OLPC project |
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(f) Impacts seen in all sub-sectors, but mostly with early age education (ECE and PE) |
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(g) Also assess any possible negative or non-impact; learners and teachers not using XO or only after school hours |
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* Interviews and surveys |
* Interviews and surveys with school managers, teachers, students, students, community members |
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* Teacher log books/diaries |
* Teacher log books/diaries |
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* Class observations |
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* Demonstrations by teachers for inspectors |
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* Demonstrations by teachers about the workings of XO |
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* Inspections by standards officers |
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* Increased use of XO by learners in formal lessons and after school hours |
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| To assess impact of OLPC on enrolment or attendance |
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| Increased enrolment or improved attendance at selected schools compared to schools where OLPC or XO has not been introduced |
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* Attendance register |
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| To assess impact of OLPC or XO in delivering/producing new curriculum materials/learning content |
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| Improved access to content |
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* New electronic content made available (in schools) |
* New electronic content made available (in schools) |
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* The school server is an effective source of content |
* The school server is an effective source of content |
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* ‘Wiki Educator’ more frequently used |
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| Materials provided by |
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* Number of materials provided by |
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* School |
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** Ministry/curriculum |
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* Ministry/curriculum |
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** NGOs / partners of education sector |
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* NGOs / partners of education sector |
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** OLPC Oceania / SPC |
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* OLPC Oceania / SPC |
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** Other |
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| OLPC technology is technically feasible |
| To assess if OLPC/XO- technology is technically feasible and sustainable |
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* Teachers and students are able to use the laptops |
* Teachers and students are able to use and continue to use the laptops |
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* Power supplies are feasible |
* Power supplies are feasible , affordable |
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* Internet connectivity |
* Good quality Internet connectivity |
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* Required level of technical support is |
* Required level of technical support, maintenance is available |
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* Equipment is reliable and |
* XO-Equipment is reliable, functional and still working |
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* Interviews, consultations and surveys |
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* Demonstrations by students, teachers |
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* Interviews, consultations and surveys |
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* Demonstrations by students for inspectors |
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* Technical report on power and connectivity infrastructure |
* Technical report on power and connectivity infrastructure |
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* Options, performance, cost, |
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* Number and type of equipment failures |
* Number and type of equipment failures |
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| To assess impact of capacity building for teachers (and learners) in the OLPC project |
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* Training (for XO) has built sustained capacity |
* Training (for XO) has built sustained capacity |
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* Training system/schedule is effective |
* Training system/schedule and methodology is effective |
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* Teachers are able to integrate the use of XO in class-work |
* Teachers are able to integrate the use of XO in formal and informal class-work |
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* Teachers have improved access to resources and training support |
* Teachers have improved access to resources and training support |
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* Interviews, consultations and surveys |
* Interviews, consultations and surveys with trainers, teachers and learners |
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* Evaluations of training, capacity building |
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* Quick tests |
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| To assess the impact of OLPC on the learning, and school environment |
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| colspan="2" | |
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{| class="prettytable" |
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| OLPC impacts positively on the school |
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* Teachers and students regard the XO and OLPC project positively |
* Teachers and students regard the XO and OLPC project positively |
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* School seen more positively by the community |
* School seen more positively by the community |
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* Teachers have improved morale |
* Teachers have improved morale |
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* Absenteeism is reduced |
* Absenteeism under teachers and learners is reduced |
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* There is improved discipline |
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* Higher demand / enrolment / retention (teachers and students) |
* Higher demand / enrolment / retention (teachers and students) |
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| OLPC impacts positively on community |
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* Interviews, consultations and surveys with teachers, learners and community members |
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* Community regard the OLPC positively |
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* School records, minutes of school board/committee meetings |
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* Community have improved access to information and services |
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* More involvement of parents in the school |
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{| class="prettytable" |
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* Interviews, consultations and surveys |
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* School records |
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* Public meetings |
* Public meetings |
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* Parents meetings |
* Parents meetings |
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* Inspectorate visits |
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* Note: OLPC/SPC will provide advice on survey instruments/questionnaires/inspections |
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| To assess the impact of OLPC, XO’s on the community |
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* To assess the impact of OLPC, XO’s on the community |
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* Also community members involved in the use of XO’s |
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* Community regards the OLPC positively or negatively |
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* Community have improved access to information and communication services |
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* More involvement or active participation of parents in the school |
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* Interviews, consultations, surveys with community members, teachers, learners |
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* Minutes of school committees and boards |
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* Group interviews with community members |
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* Demonstrations of parents using these XO’s |
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Latest revision as of 14:32, 12 September 2009
Oceania Community - News - Content - Evaluation - Languages - Countries
Cook Islands -French Polynesia - Kiribati - Nauru - New Caledonia - Niue - Palau - Papua New Guinea - Samoa- Solomon Islands - Tonga - Tokelau - Tuvalu - Vanuatu
Cook Islands -French Polynesia - Kiribati - Nauru - New Caledonia - Niue - Palau - Papua New Guinea - Samoa- Solomon Islands - Tonga - Tokelau - Tuvalu - Vanuatu
Measurable Objectives and evaluation framework – Solomon Islands example
This is a framework developed and approved by the Solomon Islands Ministry of Education.
OLPC Trials Solomon Islands: Project Objectives and Evaluation Parameters
Objectives | Expected outputs | Indicators and instruments (how it is measured) |
Awareness raised about OLPC and the objectives of the trial in Western Province | Ministry, teachers, sector partners and communities aware of:
|
|
To assess the impact of OLPC in the area of Teaching and Learning
|
(a) Learning by Doing (b) Child-focused teaching (c) Group work/sharing/collaboration (d) Inclusion / engagement of all students (e) Curriculum changes as a result of the XO/OLPC project (f) Impacts seen in all sub-sectors, but mostly with early age education (ECE and PE) (g) Also assess any possible negative or non-impact; learners and teachers not using XO or only after school hours |
|
To assess impact of OLPC on enrolment or attendance | Increased enrolment or improved attendance at selected schools compared to schools where OLPC or XO has not been introduced |
|
To assess impact of OLPC or XO in delivering/producing new curriculum materials/learning content |
|
Materials provided by
|
To assess if OLPC/XO- technology is technically feasible and sustainable |
|
|
To assess impact of capacity building for teachers (and learners) in the OLPC project |
|
|
To assess the impact of OLPC on the learning, and school environment |
|
|
To assess the impact of OLPC, XO’s on the community |
|
|