Feinberg School of Medicine, Northwestern University, Evanston, IL, United States.
Healthy Futures of Texas, Bloomberg Fellow at Johns Hopkins Univeristy, San Antonio, TX, United States.
Front Public Health. 2024 Sep 25;12:1441326. doi: 10.3389/fpubh.2024.1441326. eCollection 2024.
This paper describes a developmental evaluation (DE) of a pilot of a puberty curriculum that was implemented in grades four to six in San Antonio, Texas. The pilot evaluation assessed the initial feasibility and acceptability of curricular components. The DE framework guided the questions in an ever-changing environment where new tools were created as the situation called for them (10).
The evaluation team utilized purposive sampling methods, surveys, and facilitator notes to guide the collaborative process. Both Google and Microsoft platforms were used for analysis and collection of findings.
Facilitator notes and surveys revealed that while comfortable leading sessions, there were still issues in timing and student comprehension. From a student's point of view, while many (60%) reported feeling uncomfortable during lessons, a greater majority (80%) reported learning something from the sessions.
DE was a crucial piece of the pilot sessions and revision process despite any limitations. A user-focused and adaptable evaluation generated greater opportunities for positive change within the curriculum and its delivery.
本文描述了在德克萨斯州圣安东尼奥市的四至六年级进行青春期课程试点的发展性评估 (DE)。该试点评估旨在评估课程内容的初步可行性和可接受性。DE 框架指导了在不断变化的环境中提出的问题，根据需要创建了新的工具（10）。
评估团队利用有针对性的抽样方法、调查和协调员的笔记来指导协作过程。谷歌和微软平台都被用于分析和收集研究结果。
协调员的笔记和调查显示，虽然他们能够熟练地主持课程，但在时间安排和学生理解方面仍存在问题。从学生的角度来看，虽然许多人（60%）报告在课程中感到不舒服，但大多数人（80%）报告从课程中学习到了一些东西。
尽管存在任何限制，DE 仍然是试点课程和修订过程中的重要组成部分。以用户为中心且适应性强的评估为课程及其实施带来了更多积极变革的机会。
