지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2013.10
- 수록면
- 133 - 152 (20page)
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초록· 키워드
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The purpose of this study was to develop an evaluation tool for youth training programs in an effort to be of use for intraschool evaluation and improvement of youth training programs and facilities.
26 evaluation criteria for the variables of situation, input, process output were selected based on Stufflebeam(2003)’s CIPP assessment model, and an exploratory survey was conducted on the selected experts in youth training facilities and teachers in charge in consideration of the results of the exploratory survey.
After the data of the main survey were analyzed, an evaluation tool was made up of 47 evaluation items. A five-point Likert scale was used in this instrument, and one point and five points were respectively allocated to the answer choices ‘never’ and ‘definitely.’
The instrument consisted of 12 sections: needs and situation, target, budget, human resources management, facility and supporting environments, learning materials, operation and content, activities, satisfaction level, evaluation, application, and outcome. If there’s anything significant to report, evaluators can write about it after making an evaluation.
After all the evaluation is completed, evaluators record total score and the strength and weakness of the program, and then make an overall comment.
26 evaluation criteria for the variables of situation, input, process output were selected based on Stufflebeam(2003)’s CIPP assessment model, and an exploratory survey was conducted on the selected experts in youth training facilities and teachers in charge in consideration of the results of the exploratory survey.
After the data of the main survey were analyzed, an evaluation tool was made up of 47 evaluation items. A five-point Likert scale was used in this instrument, and one point and five points were respectively allocated to the answer choices ‘never’ and ‘definitely.’
The instrument consisted of 12 sections: needs and situation, target, budget, human resources management, facility and supporting environments, learning materials, operation and content, activities, satisfaction level, evaluation, application, and outcome. If there’s anything significant to report, evaluators can write about it after making an evaluation.
After all the evaluation is completed, evaluators record total score and the strength and weakness of the program, and then make an overall comment.
목차
Abstract
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과
Ⅳ. 논의
Ⅴ. 결론 및 제언
참고문헌
참고문헌 (37)
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UCI(KEPA) : I410-ECN-0101-2014-690-002667435