Ans: 1. Naïve estimates of program effects: A naïve effect estimate is what results when the average outcome for a group that participated in or had access to a program is simply compared with the average for another group that did not participate in the program or have access to it.
What will be an ideal response?
Ans: Bias is present when either the measurement of the outcome with program exposure or the estimate of the counterfactual outcome departs from the corresponding true value. Unfortunately for the evaluator and other stakeholders, the extent of the bias cannot be determined from the data collected for an impact evaluation, leaving some degree of uncertainty about the validity of the effect estimates with even the strongest of these designs. Selection bias arises when some process that is not fully known influences whether individuals enter into the program group or the comparison group with no assurance that this process selected completely comparable individuals for each group. Naturally occurring trends in the community, region, or country, sometimes termed secular drift, may produce changes that enhance or mask actual program effects. Sometimes, short-term events can produce changes that distort the estimates of program effect. Impact evaluations must often cope with natural maturational and
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Antonia's dream is to establish her own primary school—one that educates the “whole child” and that has teachers who help children feel safe, secure, and cared for. Which of the following educational theorists should she study for ideas that may help her plan her school?
a. Spencer b. Piaget c. Rousseau d. Pestalozzi
Language acquisition is closely related to
a. the child's interest in reading. b. the interaction of a child and his or her caregivers. c. the amount of television a child watches. d. the amount of time a child spends alone.
An experiment was done to compare the effect of having a conversation via a hands-free mobile phone, having a conversation with an in-car passenger, and no distraction (baseline) on driving accuracy. Twenty participants from two different age groups (18–25 years and 26–40 years) took part. All participants in both age groups took part in all three conditions of the experiment (in counterbalanced order), and their driving accuracy was measured by a layperson who remained unaware of the experimental hypothesis.
Which of the following output tables is not relevant for analysing the data from the current example?
A. Both tables are important for these data. B. Mauchly’s test. C. Levene’s test D. Neither of the tables are important for these data.
From an assessment perspective, criterion-referenced types of measures can be useful for tracking progress frequently and in a developmentally sensitive fashion
Indicate whether the statement is true or false