Program Evaluation Final Part 2
Program Evaluation Final Part 2
- 1.In order from first to last, list the steps that should be taken when planning an evaluation.
- A.
Determine methodology, become familiar with information needs, examine the literature, present written proposal, identify program, and stake holders, execute agreement/contract
- B.
Identify program and stake holders, examine the literature,, become familiar with information needs, determine methodology, , execute agreement contract, present written proposal
- C.
present written proposal,identify program and stake holders, become familiar with information needs, determine methodology, execute agreement contract, examine the literature
- D.
Identify program and stake holders, become familiar with information needs, examine the literature, determine methodology, present written proposal, execute agreement contract
- 2.____________________ refers to obtaining the agreement from people to supply data for an evaluation after they have been adequately informed about what is expected of them.
- A.
Anonymity
- B.
Confidentiality
- C.
Informed Consent
- D.
Active Consent
- 3.The term "stakeholder" is used to refer to
- A.
Anyone affected by the program being evaluated.
- B.
People who pay for the evaluation of a program.
- C.
People who are not directly impacted by the program being evaluated.
- D.
Neutral third party observers.
- 4.A ____________________ has occurred when evaluation results find that a program is not effective, when in fact it is effective.
- A.
Type I error
- B.
Type II error
- C.
Type III error
- D.
Statistical error
- 5.A ______________ has occurred when evaluation results find that a program is effective, when in fact it is not effective.
- A.
Type I error
- B.
Type II error
- C.
Type III error
- D.
Statistical error
- 6._________________ are of great concern in program evaluation because they could lead to the elimination of a program that provides beneficial services.
- A.
Informed consent and confidentiality
- B.
Stakeholders with conflicting interests
- C.
Type I errors
- D.
Type II errors
- 7.________________ are of great concern to evaluators because they could result in the continuance of programs that do not provide any benefit to participants.
- A.
Informed consent and confidentiality
- B.
Stakeholder conflicts
- C.
Type I errors
- D.
Type II errors
- 8.When establishing evaluation criteria, an evaluator does not have to be concerned about ___________________________.
- A.
Selecting criteria that reflect the program's intent.
- B.
Selecting criteria that staff can influence.
- C.
Selecting criteria that can be measure realiably.
- D.
Selecting only criteria that stakeholders want them to use.
- 9.Which of the following is NOT a typical evaluation question asked in a program evaluation?
- A.
Are the resources devoted to the program being expended appropriately?
- B.
Does the program or plan match the needs of the people to be served?
- C.
Do program outcomes achieved match the program goals?
- D.
Does the program plan match the values of the evaluator?
- 10.__________________ goals refer to how and when program activities are established and carried out.
- A.
Implementation
- B.
Intermediate
- C.
Outcome
- D.
Activity
- 11.Intermediate goals are the things that are expected to occur to participants as a result of the proper implementation of the program activities, and _________________ goals constitute the final goals (or impact) intended for the program.
- A.
Implementation
- B.
Output
- C.
Short-term
- D.
Long-term
- 12.One of the advantages of using program participants as a source of evaluation data is that
- A.
It is a relatively inexpensive way to gather data.
- B.
Measurement is non-reactive.
- C.
Participants can provide data on nearly all aspects of the program.
- D.
Data collection for evaluation is the highest priority for participants
- 13.Evaluations are more likely to be effective if the list of variables to be measured
- A.
Is lengthy and includes all variables that could possibly be measured.
- B.
Is limited to the most important variables.
- C.
Includes some personality characteristics.
- D.
Includes the most expensive variables to measure.
- 14.In selecting variables that are to reflect program success, it is useful to choose variables that are
- A.
Historical, instrumental, and well-known.
- B.
Hidden, covert, and implicit.
- C.
Summative, formative, and sensitive.
- D.
Important, sensitive to change, and cost-effective.
- 15.The most widely used type of measurement procedure in program evaluation is
- A.
A community level index.
- B.
The written survey completed by program participants.
- C.
A rating of the program by a significant other.
- D.
An observation made by an outside expert.
- 16._______________________ is the procedure of gathering information that does not prompt or influence the respondent in providing information.
- A.
Multiple measurement
- B.
Valid measurement
- C.
Relevant measurement
- D.
Non-reactive measurement
- 17.If different observers reporting on the same person report similar levels of a variable, we can say that the observation procedure is ______________.
- A.
Reliable
- B.
Reactive
- C.
Redundant
- D.
Rectified
- 18.It is difficult to detect improvements among program participants if most of them are already in a desirable condition when the program begins. This problem is called a _______________.
- A.
Detection effect
- B.
Deterioation effect
- C.
Ceiling effect
- D.
Reactive effect
- 19.Which of the following is the best worded survey question to use in a teacher evaluation?
- A.
The teacher was not unorganized.
- B.
The teacher was organized and helpful to students.
- C.
The teacher was organized.
- D.
The teacher were organized.
- 20._______________ are not considered observers for the purpose of program evaluation.
- A.
Program participants
- B.
Evaluators
- C.
Significant Others
- D.
Experts
- 21.Letters written by participants and graffiti on buildings are examples of __________ that may be a valuable source of information for a program evaluation.
- A.
Community indexes
- B.
Artifacts
- C.
Nonreactive measures
- D.
Reactive measures
- 22.The threat to internal validity called "maturation" refers to
- A.
Events happening in the community that will change the behavior of the program participants.
- B.
The improved skill of the program staff as they become more experienced.
- C.
Predictable changes in people that can be expected solely due to the passage of time.
- D.
The changing nature of an evolving program.
- 23.The threat to internal validity called "history" refers to
- A.
Predictable changes in people that can be expected solely due to the passage of time.
- B.
Events happening in the community that will change the behavior of the program participants.
- C.
The improved skill of the program staff as they come to understand the history of the program.
- D.
Events that occur in the life of a program, such as a change in program direction.
- 24.Events that occur in the life of a program, such as a change in program direction.
- A.
History
- B.
Maturation
- C.
Regression to mean
- D.
Selection
- 25.If an evaluator judges the rate of success of a program only on the basis of those who complete the program, with no consideration to who left the program, the evaluator is failing to deal with the threat to internal validity called
- A.
Selection
- B.
Attrition
- C.
Regression to mean
- D.
Maturation
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