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By Sven-Tage Teodorsson

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As a result of such focus, existing data from enterprise records can be combined with selected data from interviews or focus groups to form time series data regarding relations between learning, performance, and expectations. By collecting comparable data at successive times, time series data can document 9 10 EVALUATION FOR CONTINUING EDUCATION trends. The evaluation conclusions can guide decision making by learners, instructors, coordinators, and funders regarding their investment of time and resources in relation to benefit.

For this reason, ongoing evaluation (needs assessment, time series data to identify trends, follow-up studies) is especially valuable. The specific content and characteristics of an educational program can suggest criteria to use for data collection and analysis. For example, the review helped clarify the program characteristics. Such criteria might pertain to enhanced proficiency, program relevance, level of difficulty, learner engagement, and opportunity for practice and application. Clarification of the evaluation purpose can also help decide on a desirable level of evaluation.

14. Use standards to ensure quality of evaluation. 15. Analyze data to produce useful evaluations. 16. Include meta-evaluation where appropriate. 17. Use evaluation to enhance program vitality. 11 12 EVALUATION FOR CONTINUING EDUCATION The main challenges to leadership on behalf of program evaluation are not technical but interpersonal; they regard planning, conducting, and especially using the evaluation. Resistance is commonplace. Another challenge is to help stakeholders revise their understanding of current and desired program functioning, with the help of evaluation conclusions.

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