Evaluation Findings Sample Clauses

Evaluation Findings. The Government will evaluate proposals by classifying findings as strengths, weaknesses, significant strengths, significant weaknesses, or deficiencies using the following: Weakness – a flaw in the proposal that increases the risk of unsuccessful contract performance Significant Weakness – a proposal flaw that appreciably increases the risk of unsuccessful contract performance Deficiency – a material failure of a proposal to meet a Government requirement or a combination of significant weaknesses in a proposal that increases the risk of unsuccessful contract performance to an unacceptable level Strength (not in FAR/NFS) – a proposal area that enhances the potential for successful performance or contributes toward exceeding the contract requirements in a manner that provides additional value to the government (this could be associated with a process, technical approach, materials, facilities, etc.). Significant Strength (not in FAR/NFS) – a proposal area that greatly enhances the potential for successful performance or contributes significantly toward exceeding the contract requirements in a manner that provides additional value to the government.
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Evaluation Findings. Tasks Deliverables Due Date Task 4. Contractor Staff
Sample 1
Evaluation Findings. Programme level In this section, the programme-level findings are first outlined. The intervention logic and indicators are first presented. The evaluation results are then outlined drawing on feedback on programme management. A summary of the findings from the thematic research on security research and assessment of cross-cutting issues is then provided, followed by a comparative analysis of national security research programmes compared with ESRP.
Sample 1
Evaluation Findings. As a part of this pilot, the Injaz monitoring and evaluation team developed a bespoke pre- and post-test survey to gain a better sense of how the pilot affected children across the learning areas. The survey integrated questions or components designed to measure social and emotional skills among elementary school-aged children that have been validated among Arabic-speaking youth populations by organizations such as the Inter-agency Network for Education in Emergencies.3 Specifically, Injaz 2 drew on: • Social-Emotional Response and Information Scenarios (SERAIS), • Xxxxxxxxx Self-Esteem Scale, • Generalized Self-Efficacy Scale, • Xxxxxx Xxxxxxxx Resilience Scale (RISC-10), • My Learning Mind, and • Empathy Questionnaire for Children and Adolescents The children were interviewed utilizing the same questions prior to the start of the program and after its conclusion to understand if the program yielded changes in these learning areas. In total, 322 children were sampled at baseline and 302 at endline and we were able to match baseline and endline responses for 294 children, which still represents a sample for the population that is considered representative at a 95% confidence level with a margin of error less than 5%, in line with standard research practices. The results of the baseline survey found that self-esteem was higher among returnees and children with ISIS exposure, suggesting that adverse life experiences may increase self-esteem, at least among younger students. Other results suggested that all students could benefit from learning that increases “cognitive integrity”4 as well as creative problem-solving abilities, and that younger groups (ages 7-10), those who cannot read, girls, and participants with ISIS exposure may benefit the most. Peacebuilding: The clearest emergent trend in terms of peacebuilding was that the returnee cohort had below-average scores on 4/5 questions, suggesting that returnees can strongly benefit from peacebuilding programming. The fact that returnees, readers, and older groups reported overall high rates of resilience suggests that perhaps resilience is also developed through experiential learning and that general education or literacy programming may also increase resilience. There were clear differences by age group. Older students generally outperformed younger students in SEL, resilience, and critical thinking, suggesting that these skills increase with age and lived experiences. Separating age cohorts during trainin...
Sample 1
Evaluation Findings 
Sample 1

Related to Evaluation Findings

  • Evaluation 1. The purposes of evaluation provisions include providing employees with feedback, and employers and employees with the opportunity and responsibility to address concerns. Where a grievance proceeds to arbitration, the arbitrator must consider these purposes, and may relieve on just and reasonable terms against breaches of time limits or other procedural requirements.

  • Evaluation Use In the event that the Software is licensed only for Evaluation Use, the terms of this paragraph shall apply. Your license to use the Software commences on installation of the Software and, unless You and NetIQ agree to a different period, will terminate after a period of 30 days (the “Evaluation Period”). You may use the Software for an unlimited number of users and servers during the Evaluation Period. At the end of the Evaluation Period, Your license to use the Evaluation version of the Software is automatically terminated. You may not extend the time limits of the Software in any manner. At the end of the Evaluation Period You agree to de-install the Software and if required by NetIQ, return all copies or partial copies of the Software or certify to NetIQ that all copies or partial copies of the Software have been deleted from Your computer libraries and/or storage devices and have been destroyed. If You desire to continue Your use of the Software beyond the Evaluation Period, You must contact NetIQ to acquire a license to the Software for the applicable fee. EVALUATION SOFTWARE IS PROVIDED ON AN “AS IS” BASIS, WITHOUT WARRANTIES OR REPRESENTATIONS OF ANY KIND, EITHER EXPRESS OR IMPLIED INCLUDING, WITHOUT LIMITATION, ANY WARRANTIES OR REPRESENTATIONS OF TITLE OR NON-INFRINGEMENT.

  • Evaluation Cycle Goal Setting and Development of the Educator Plan

  • EVALUATION AND MONITORING The ORGANIZATION agrees to maintain books, records and other documents and evidence, and to use accounting procedures and practices that sufficiently and properly support the complete performance of and the full compliance with this Agreement. The ORGANIZATION will retain these supporting books, records, documents and other materials for at least three (3) calendar years following the year in which the Agreement expires. The COUNTY and/or the State Auditor and any of their representatives shall have full and complete access to these books, records and other documents and evidence retained by the ORGANIZATION respecting all matters covered in and under this Agreement, and shall have the right to examine such during normal business hours as often as the COUNTY and/or the State Auditor may deem necessary. Such representatives shall be permitted to audit, examine and make excerpts or transcripts from such records, and to make audits of all contracts, invoices, materials, and records of matters covered by this Agreement. These access and examination rights shall last for three calendar years following the year in which the Agreement expires. The COUNTY intends without guarantee for its agents to use reasonable security procedures and protections to assure that related records and documents provided by the ORGANIZATION are not erroneously disclosed to third parties. The COUNTY will, however, disclose or make this material available to those authorized by/in the above paragraph or permitted under the provisions of Chapter 42.56 RCW without notice to the ORGANIZATION. The ORGANIZATION shall cooperate with and freely participate in any other monitoring or evaluation activities pertinent to this Agreement that the COUNTY finds needing to be conducted.

  • Independent Evaluation Buyer is an experienced and knowledgeable investor in the oil and gas business. Buyer has been advised by and has relied solely on its own expertise and legal, tax, title, reservoir engineering, environmental and other professional counsel concerning this transaction, the Properties, the value thereof and title thereto.

  • Evaluation Results A. Evaluation results shall be used:

  • Program Evaluation The School District and the College will develop a plan for the evaluation of the Dual Credit program to be completed each year. The evaluation will include, but is not limited to, disaggregated attendance and retention rates, GPA of high-school-credit-only courses and college courses, satisfactory progress in college courses, state assessment results, SAT/ACT, as applicable, TSIA readiness by grade level, and adequate progress toward the college-readiness of the students in the program. The School District commits to collecting longitudinal data as specified by the College, and making data and performance outcomes available to the College upon request. HB 1638 and SACSCOC require the collection of data points to be longitudinally captured by the School District, in collaboration with the College, will include, at minimum: student enrollment, GPA, retention, persistence, completion, transfer and scholarships. School District will provide parent contact and demographic information to the College upon request for targeted marketing of degree completion or workforce development information to parents of Students. School District agrees to obtain valid FERPA releases drafted to support the supply of such data if deemed required by counsel to either School District or the College. The College conducts and reports regular and ongoing evaluations of the Dual Credit program effectiveness and uses the results for continuous improvement.

  • Evaluations Formal written performance evaluations of each employee shall be carried out during the probationary period and not less than annually thereafter.

  • Evaluation Forms a. Performance evaluation forms will at a minimum have:

  • Evaluation Plan The systematic blueprint detailing the evaluation aspects of the project.

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