Implementation of an assessment model of educational sustainability: Application of phases-based assessment

Abstract

The purposes of this research were to assess the educational sustainability of an educational project based on phases-based assessment and to assess the results of the educational project. The participants were stakeholders of the educational project and experts, who were acquired by purposive sampling. The instruments were the assessment forms of the educational sustainability and assessment results. The data were analysed by content analysis, mean and standard deviation. The research results found that the initial sustainability assessment focused on the feasibility and the sustainability assessment in progress towards sustainability also focused on the feasibility. The project had feasibility of sustainability at a very high level. The true sustainability assessment focused on true sustainability, and the project had true sustainability at a very high level. In addition, all the standards of model assessment consisted of feasibility, propriety, accuracy and utility, which were at very high levels for all the models.
 
 Keywords: Educational sustainability, phases-based assessment, assessment.

Development of an Educational Sustainability Assessment Model: Application of the Delphi Technique and Pilot Study

“…In other words, selfreliance is a feature that reflects educational sustainability that has been characteristic before, during and after conduct. In addition, this concept is in accordance with the phases-based assessment concept of Chianchana (2021) which has been a one stop implementation for assessment.…”

“…The assessment of educational sustainability of educational projects can be carried out through analysing the nature of a project that has not yet been started, is in progress or is completed (Chianchana, 2021); the indicators used to assess sustainability anticipate and assess conditions or historical trends, provide early warning information to prevent adverse outcomes, benchmark against other systems, communicate ideas, support decision-making, formulate strategies, establish improvement goals and track progress (Fiksel, Eason & Frederickson, 2012). They can also be based on self-reliance and sustainable resource utility (German Society for International Cooperation, 2015).…”

Formación permanente del profesorado a través de un seminario internivelar: aprender mediante investigación-acción sobre evaluación formativa y compartida

“…Este hecho no tiene una justificación clara, ya que el uso de instrumentos y técnicas puede ir variando, pues cada año tienen alumnos diferentes o pueden impartir su docencia en contextos distintos. En cualquier caso, es necesario que encuentren un modelo de evaluación fiable, viable y útil (Chianchana, 2020, Marion et al, 2020. En la mayoría de los casos comentan que han utilizado instrumentos muy similares o iguales haciendo variaciones en los mismos para adaptarlos a cada contexto.…”