Awareness is one of the first steps in a lifestyle modification process. Since older adults are at a higher risk of hypertension, maintaining low sodium intake is of utmost importance. Yet, it is ...uncertain if older adults have an awareness of their sodium intake. This study aimed to explore self-perceived sodium intake among older Chinese people and compare it with various measures of sodium intake. A cross-sectional study was conducted in Hong Kong in 2015. Data were collected from 24-h urinary sodium excretion (UNa24) measurements, dietary sodium intake by 24-h diet recalls and self-perceived salt intake levels among the older Hong Kong population. Kappa statistics and a paired t-test were used to compare the different measures. Fifty-nine participants provided complete 24-h urine samples. The mean (±SD) UNa24 of participants was 2846 ± 1253 mg, of which 74.6% exceeded the recommended daily sodium intake. About 87.8% of participants with UNa24 values >2000 mg perceived their sodium intake as too little or just right. The kappa statistic between UNa24 and self-perception was insignificantly different from zero (κ = −0.003, p-value = 0.909). The UNa24 estimates were significantly higher than those estimated from the 24-h diet recalls by 1203 mg (p-value <0.001). The findings imply that the low awareness of excessive sodium intake should be raised among older people to promote a healthy intake of sodium.
The free‐choice nature of informal STEM education (ISE) makes rigorous and contextually appropriate evaluation of outcomes challenging. Traditional measures such as surveys and interviews have been ...widely used in ISE evaluations, but they have limitations: They are typically self‐reports that are susceptible to the reactive effects of measurement, and they tend to intrude upon the participant's learning experience. The ISE field needs measures that capture outcomes in more direct and less obtrusive ways, permitting triangulation with multiple measures on outcomes. In this chapter, we define what we mean by direct and unobtrusive measures, and we discuss the feasibility and future of using such measures in ISE evaluations by drawing on examples from the field. We include a case study in which we adapt a school‐based performance assessment to embed into the informal learning experiences of participants at a STEM tinkering workshop; and we highlight successes, challenges, and implications for the future.
Synthesis of Issues and Future Directions Fu, Alice C.; Kannan, Archana; Shavelson, Richard J.
New directions for evaluation,
03/2019, Letnik:
2019, Številka:
161
Journal Article
In this final chapter, we reflect on four themes that cut across the preceding chapters on evaluating outcomes in informal STEM education (ISE): validity, context, technology, and evaluation capacity ...building. We also note several topics that we hope will be addressed more extensively in future conversations about evaluation in ISE. These include the ethical responsibilities of evaluators, theory‐based approaches to evaluation, formal training and professional development pathways for evaluators, and funding opportunities and the structural landscape of the field.
The authors examine methodological characteristics of summative evaluations in informal science education (ISE), asking: What are the major types of designs used in summative evaluations, and what ...kinds of questions can they answer? What are the types of data collection methods and measures used, and how many are self-reports or direct measures? They reviewed all summative reports from the year 2012 on informalscience.org, the online resources portal from the Center for Advancement of Informal Science Education. They found reliance on nonexperimental evaluation designs and heavy use of self-report instruments. If a primary function of summative evaluations is to assess impact, and impact is a causal question, then these findings are problematic; the field needs to move beyond the mostly descriptive studies found in the sample. Interviews with nine leaders in ISE and ISE evaluation help explain evaluation challenges in ISE and generate ideas for advancing the field.
Summative evaluation plays a critical role in documenting the impacts of informal science education (ISE), potentially contributing to the ISE knowledge base and informing ongoing improvements in ...practice and decision-making. In response to the growing demand for capacity-building in ISE evaluation, this article presents a framework for summative evaluation based on an extensive review of literature and research-based refinements. The framework synthesizes key elements of high-quality summative evaluation into three dimensions: (a) Intervention Rationale, (b) Methodological Rigor and Appropriateness, and (c) Evaluation Uses. Judgment of the value of the intervention (e.g., program, exhibition) should draw upon all three dimensions.
Editors’ Notes Fu, Alice C; Kannan, Archana; Shavelson, Richard J
New directions for evaluation,
04/2019, Letnik:
2019, Številka:
161
Journal Article
Opportunities to learn science, technology, engineering, and mathematics (STEM) outside of school are seemingly boundless. Educational programs, kits, exhibitions, performances, media productions, ...mobile apps, learning technologies, and more are available in settings such as museums, zoos, botanical gardens, science centers, parks, after‐school clubs, maker spaces, libraries, and community centers. Judging by time alone, informal education is a potentially powerful complement to and extension of formal schooling. School‐aged children spend less than 19% of their waking hours in formal learning environments, and that figure drops dramatically in adulthood (Stevens, Bransford, & Stevens, 2005), with the average American spending less than 5% of their lifetime in classrooms (Falk & Dierking, 2010). Across all ages, informal education is regarded as a means of advancing public understanding of and interest and engagement in STEM‐related fields. Yet, for all its promise, the outcomes and lasting impacts of informal STEM education (ISE), as claimed, are not well‐documented; evaluation in this space is a persistent puzzle. This issue focuses on evaluating ISE on its outcomes and enhancing capacity to do so. In a relatively young and interdisciplinary field, the theoretical and empirical bases of ISE evaluations are not always detailed or identified. Clearly articulating a particular program's outcomes and its underlying theory of action is challenging, as informal learning experiences are characteristically idiosyncratic and unpredictable, and participants’ freedom of choice is highly valued. Questions endure about how to assess outcomes in ways that are reliable, valid, authentic, and useful.
Editors’ Notes Fu, Alice C.; Kannan, Archana; Shavelson, Richard J.
New directions for evaluation,
03/2019, Letnik:
2019, Številka:
161
Journal Article
Editors’ Notes Fu, Alice C.; Kannan, Archana; Shavelson, Richard J.
New directions for evaluation,
Spring 2019, Letnik:
2019, Številka:
161
Journal Article
The 2009 National Assessment of Educational Progress uses an expanded variety of tasks to probe student science achievement.
Results from the 2009 National Assessment of Educational Progress ...(NAEP)—the “Nation's Report Card,” a leading measure of U.S. student achievement in many subjects at grades 4, 8, and 12—will provide new insight into what students know and can do in science (
1
–
3
). In anticipation of the 2010 release of those science results, we highlight related resources (
1
,
4
,
5
), and how a new NAEP science framework attempts not only to reflect the last 20 years of science and science education but also to signal the way forward and push the boundaries of large-scale science assessment.
The Evidence-Based Reasoning Assessment System (EBRAS) brings together advances in modeling scientific reasoning and assessment design to guide the development of written assessment items that ...target, disentangle, and elicit evidence of the multiple proficiencies underlying scientific argumentation. In this study, the EBRAS was used to assess the conceptual sophistication, specificity, and validity of middle and high school students' reasoning on the topic of buoyancy. Results imply items designed using the EBRAS are more reliable in formative contexts and can better reveal misconceptions, rhetorical strategies, and specific logical errors than traditional items that focus on accuracy. The EBRAS is proposed as a more valid, reliable, and useful means for analyzing and assessing students' use of evidence in scientific reasoning.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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