We cannot feel certain about the external validity of this study, BUT it has strong face validity based on years (in my current center and before) of observing the correlations between our surveys of interest and attendance numbers.
L Milne's List: Needs Assessment
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Jun 25, 09
From the University of Texas Division of Instructional Innovation and Research, Instructional Assessment Resources:\nNeeds evaluation is typically used in program planning. This evaluation helps determine which program aspects or activities are most needed and for which population. Generally, this method is used to help develop new programs or justify existing program components.
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Jun 25, 09
To help you understand needs assessment and to provide you with a variety of examples within this area, the following links are resources you can access.
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Jun 25, 09
1. Introduction
2. A initial look at data problems in NA
2.1. Setting of the present study
2.2. Study design
3. Data-based issues and solutions
3.1. Issue 1: What is the value of the ‘Not Applicable’ responses?
3.2. Issues 2: Missing data for one or both of the double scales?
3.3. Issues 3: Should discrepancies be determined using total group means for an item or only from the subgroup of individuals completing both scales?
3.4. Issues 4: Do different needs indices produce similar results?
3.5. Issues 5: Criteria to select items for follow-up exploration when needs differ across constituencies
3.6. Issues 6: How to handle data from multiple forms of a NA survey? -
Jun 25, 09
[Professional developers] must know the purposes the training is to serve (and whether or not training can serve those purposes),
the nature of the audience for the training (so as to best position and present the training), and how to design and develop training using a wide range of methods and techniques (so as to engage the audience and achieve the purposes of the training).
These basic requirements hold true whether the training is stand-up classroom training or high-tech multi-media delivered via computer.
Needs assessment, therefore, is not and cannot be some lock-step method or mindless procedure to be followed. It is more of an idea, a perspective, a philosophy. It is a broad set of concepts, tools, and techniques for getting at the reason for training, for defining the results one expects from training. As Roger Kaufman, one of the needs assessment gurus is fond of saying, "If training is the solution, what’s the problem?" Needs assessment aims at answering that question, and answering it calls for a wide variety of imaginative and insightful approaches.-
- the purposes the training is to serve (and whether or not training can serve those purposes),
- the nature of the audience for the training (so as to best position and present the training), and
- how to design and develop training using a wide range of methods and techniques (so as to engage the audience and achieve the purposes of the training).
In all cases, trainers must know:
These basic requirements hold true whether the training is stand-up classroom training or high-tech multi-media delivered via computer.
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As Roger Kaufman, one of the needs assessment gurus is fond of saying, "If training is the solution, what’s the problem?"
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Jun 25, 09
A Needs Assessment is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance.
WHY design and conduct a Needs Assessment? We need to consider the benefits of any Human Resource Development (HRD) intervention before we just go and do it:
What learning will be accomplished?
What changes in behavior and performance are expected?
Will we get them?
What are the expected economic costs and benefits of any projected solutions?
We are often in too much of a hurry. We implement a solution, sometimes but not always the correct intervention. But we plan, very carefully and cautiously, before making most other investments in process changes and in capital and operating expenditures.-
- What learning will be accomplished?
- What changes in behavior and performance are expected?
- Will we get them?
- What are the expected economic costs and benefits of any projected solutions?
A Needs Assessment is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance (1).
WHY design and conduct a Needs Assessment? We need to consider the benefits of any Human Resource Development (HRD) intervention before we just go and do it:
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Jun 25, 09
Great site, great links, on every aspect of instructional design
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Jun 24, 09
This study compared data from a continuing education needs assessment survey of NYS forest resource managers with attendance records from workshops to learn if survey respondents attended programs that they indicated a preference for. Our findings suggest that, although educators can rely on these surveys to assess program feasibility, only a small percentage of survey respondents who indicate an interest in a topic will actually attend a program on that topic. Our results illustrate why educators should consider using additional tools to assess their clients' education needs.
Our results illustrate why educators should consider using additional tools to assess their clients' education needs
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Our results illustrate why educators should consider using additional tools to assess their clients' education needs.
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Jun 25, 09
Welcome to the Needs Assessment online learning module. This module has been designed to familiarize you with the terminology, tools, and methods of needs assessments, which will help you make more informed decisions about how and when to use needs assessments in support of your program or project objectives. After you complete this module you will have a foundation in the following concepts:\n\nHow to develop assessment instruments such as surveys and questionnaires\nUnderstanding where needs assessments fit in the project development process\nBasic steps in conducting needs assessments
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Triangulation: multiple forms of overlapping, diverse pieces of evidence and perspectives.
Triangulation is a key tenant of the anthropological approach to data gathering (and therefore, teacher research). One should gather a wide variety of evidence for the purposes of triangulation (Jacob, 1990; O'Malley & Valdez Pierce, 1996; Wiggins, 1998).
As opposed to relying on one single form of evidence or perspective as the basis for findings, multiple forms of diverse and redundant types of evidence are used to check the validity and reliability of the findings (Jacob, 1990; O'Malley & Valdez Pierce, 1996; Maxwell, 1996; Wiggins, 1998). Over-relying on any one form of evidence may impact validity of the findings.
By using multiple forms of evidence and perspectives, a truer portrait of the student can be developed (Wiggins, 1998). While the same biases in evidence collection still come into play, because more types of evidence are being used to form one's opinion about the student, there are more cross checks on the accuracy of the decision.
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Resources first compiled for Institute for New Faculty Developers 2009, Macalester College.
Updated on Jun 25, 09
Created on Jun 25, 09
Category: Schools & Education
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