Program Evaluation Final Part 2
Determine methodology, become familiar with information needs, examine the literature, present written proposal, identify program, and stake holders, execute agreement/contract
Identify program and stake holders, examine the literature,, become familiar with information needs, determine methodology, , execute agreement contract, present written proposal
present written proposal,identify program and stake holders, become familiar with information needs, determine methodology, execute agreement contract, examine the literature
Identify program and stake holders, become familiar with information needs, examine the literature, determine methodology, present written proposal, execute agreement contract
Anonymity
Confidentiality
Informed Consent
Active Consent
Anyone affected by the program being evaluated.
People who pay for the evaluation of a program.
People who are not directly impacted by the program being evaluated.
Neutral third party observers.
Type I error
Type II error
Type III error
Statistical error
Type I error
Type II error
Type III error
Statistical error
Informed consent and confidentiality
Stakeholders with conflicting interests
Type I errors
Type II errors
Informed consent and confidentiality
Stakeholder conflicts
Type I errors
Type II errors
Selecting criteria that reflect the program's intent.
Selecting criteria that staff can influence.
Selecting criteria that can be measure realiably.
Selecting only criteria that stakeholders want them to use.
Are the resources devoted to the program being expended appropriately?
Does the program or plan match the needs of the people to be served?
Do program outcomes achieved match the program goals?
Does the program plan match the values of the evaluator?
Implementation
Intermediate
Outcome
Activity
Implementation
Output
Short-term
Long-term
It is a relatively inexpensive way to gather data.
Measurement is non-reactive.
Participants can provide data on nearly all aspects of the program.
Data collection for evaluation is the highest priority for participants
Is lengthy and includes all variables that could possibly be measured.
Is limited to the most important variables.
Includes some personality characteristics.
Includes the most expensive variables to measure.
Historical, instrumental, and well-known.
Hidden, covert, and implicit.
Summative, formative, and sensitive.
Important, sensitive to change, and cost-effective.
A community level index.
The written survey completed by program participants.
A rating of the program by a significant other.
An observation made by an outside expert.
Multiple measurement
Valid measurement
Relevant measurement
Non-reactive measurement
Reliable
Reactive
Redundant
Rectified
Detection effect
Deterioation effect
Ceiling effect
Reactive effect
The teacher was not unorganized.
The teacher was organized and helpful to students.
The teacher was organized.
The teacher were organized.
Program participants
Evaluators
Significant Others
Experts
Community indexes
Artifacts
Nonreactive measures
Reactive measures
Events happening in the community that will change the behavior of the program participants.
The improved skill of the program staff as they become more experienced.
Predictable changes in people that can be expected solely due to the passage of time.
The changing nature of an evolving program.
Predictable changes in people that can be expected solely due to the passage of time.
Events happening in the community that will change the behavior of the program participants.
The improved skill of the program staff as they come to understand the history of the program.
Events that occur in the life of a program, such as a change in program direction.
History
Maturation
Regression to mean
Selection
Selection
Attrition
Regression to mean
Maturation