Evaluate the partner environment to determine if the PMI was in the right niche given the importance of other efforts such as those of the Global Fund. Make recommendations, which was not a data-driven issue. For the first objective, a qualitative management review exercise, the primary sources of data were key stakeholder interviews with those in PMI leadership positions, as well as global, regional, and in-country stakeholders who benefit from the initiative. This was a relatively straightforward activity, Simon explained, because the stakeholders had asked for the review and were readily accessible.
Data analysis The principles of data analysis Although collecting accurate assessment data is a challenge for schools, a bigger challenge is analysing the information effectively and acting on it to effect change in the classroom. A good data analysis process comprises several important steps.
It is not necessary, in fact it would be counterproductive, to be overly rigid or formal about this, but especially for people who are new to the analysis process, it is advisable to give some attention to following these steps.
A reasonably obvious starting point, although one that is all-too-often ignored, is to begin with some clear, high-level questions. What is it that you want to know? A strong data analysis should always have one or more objectives that will form the basis for high-level questions. Indeed when the data are considered it might turn out that some of the high-level questions cannot be addressed, or addressed only imperfectly.
In this sense the high-level questions form a sort of a knowledge wish list. The next step is to consider the available data and to consider which data can be used to inform the high-level questions.
For example, a high-level question might be, "How do boys and girls compare in terms of progress in mathematics during the primary school years? The lower-level questions might be: Designing sound analyses is quite an involved area of knowledge and skill.
When the analysis has been carried out, the original, high-level questions should be revisited in light of the results. For example, we might find that overall, primary school boys are, on average, ahead of girls in mathematics at all year levels, that the average level of performance of both boys and girls tends to improve each year that is, they make progressand that there is an interaction between time and gender such that the difference in performance between girls and boys tends to peak in about year 4 and thereafter diminish over time that is, that girls begin to catch up.
From this, we might conclude that boys tend to make more initial progress than girls, that girls make more progress subsequently, but not enough to perform at the same level, on average, as boys by the end of primary school.
It is important make explicit limitations of the data and analysis, especially when it is to be reported to other people.
In this case, an important limitation would be that mathematics performance was measured using a single test. This means that any important aspects of mathematics not assessed in that test will obviously not be represented in the analysis.
Furthermore, there may be test artefacts that limit the validity of the analysis. Other limitations might arise from a small sample size, or a bias in the sample for example, all students being from high decile schools.
Finally, a good analysis will usually raise new questions.
Thus, analysis of assessment data can be seen as an ongoing cycle of enquiry, serving continual improvement in teaching and learning.Use the selected sources to critically evaluate the stated data gathering methods, theoretical basis, evaluation of results, or final conclusions.
Address the following in your case study analysis: Summarize the initial problem. Analysis: The process of evaluating research results through the use of statistical or other procedures to make sense of the information collected during a research study.
data through intervention or interaction with the individual, or (2) identifiable private information [Federal Policy §__(f)].'" (Penslar and Porter, ). Biennial Report on Operations Evaluation Assessing the Monitoring and Evaluation Systems of IFC and MIGA.
There are a variety of techniques that organizations will use during the identification process to establish solid risk management strategies—here are a few. assessing oral health needs: astdd seven-step model the association of state and territorial dental directors raymond a.
kuthy, dds, mph mark d. siegal, dds, mph. The first in a series of articles which further explore four training needs assessment (TNA) research and data-gathering methods: survey questionnaires, individual interviews, focus groups, and on.