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Evaluation 101

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A plain English Description of the components of evaluation. Craig Love, Ph.D. Westat ... Just share common methods and values. Research intended to create ... – PowerPoint PPT presentation

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Title: Evaluation 101


1
Evaluation 101
  • A plain English Description of the components of
    evaluation
  • Craig Love, Ph.D.
  • Westat

2
What is evaluation
  • An evaluation is a systematic way of determining
    whether the project activities are consistent
    with what is intended and is achieving the end
    results that was determined was needed to be
    accomplished.

3
Evaluation is NOT Research
  • Just share common methods and values
  • Research intended to create generalizations, to
    create new knowledge
  • Evaluation is intended to provide practitioners,
    funders, community members and other stakeholders
    information as to whether the intent of the
    program was met.
  • Evaluation is amenable to community
    participation- ergo fits most Native American
    cultures.

4
Types of evaluation- Formative
  • Formative evaluation is a systematic collection
    of data that, in turn, is used to assess progress
    toward goals and to verify that the project is
    implemented as intended
  • Used to adjust the program and is ongoing

5
Types of Evaluation- Summative
  • Summative evaluation is an assessment of how well
    the program was implemented and how well it
    achieved its intended outcomes
  • Usually completed at or near the end of the
    project
  • For example, it can be used to determine whether
    the project is worthy of continuing after funding

6
Process Evaluation
  • Documentation of the initiating and
    implementation of the project.
  • Included in both formative and summative
    evaluations
  • Important to explanation of what is associated
    with the outcomes

7
Outcome Evaluation
  • Assessment of how well the outcome was achieved.
  • Addresses questions- Did you meet your goals?
    Did you get what you wanted out of the project?
  • Most effective when associated with process

8
Needs Assessment
  • An important aspect of the program planning and
    evaluation process
  • Usually based on a survey of consumers,
    practitioners and other stakeholders
  • Provides information on deficits- barriers to the
    desired level of performance.
  • Is a good way to establish how to design the
    program to meet the identified needs in the
    community to be served.

9
The Logic of Evaluation
  • We have determined that there is a need
  • We have the following resources
  • We are aware of the following barriers to be
    overcome
  • We have a program designed to overcome barriers
    and/or create outputs that will help produce the
    outcomes needed

10
The Logic of Evaluation Part 2
  • The program design begins with the needs/goals of
    the project
  • The interventions (e.g. rewrite math curriculum)
    are intended to produce outputs (e.g. more
    interest on the part of students) that create the
    desired outcomes (e.g. improved math skills) and
    more Native American students pursue science and
    math careers (long-term outcome).

11
A Sketched Example
  • Identified problem- students in our college do
    not do well in math achievement tests (Need
    identified in achievement tests)
  • Want to improve achievement scores by 20 within
    the next two years (goal- intended outcome)
  • Barrier, the students are using a curriculum
    designed for big cities and white culture (Needs
    assessment by survey of students, review of text
    materials)

12
A Sketched Example Part 2
  • Intervention- modify curriculum so that the
    examples, issues etc. are appropriate for our
    population
  • Expect to gain better response to students, help
    make the curriculum more relevant to students
    (output)
  • Higher math achievement scores will be achieved
    (outcome) the students are better able to relate
    to the math text.

13
Evaluation of Sketched Program Part 1
  • Logic model- Need to improve math scores- the
    curriculum found to be irrelevant to students-
    adjust curriculum to make it more relevant to the
    students- increase student attention and interest
    in math curriculum- increase scores on math
    achievement test
  • Formative evaluation- review of revised text to
    determine wither the new text is indeed more
    relevant. Also determine whether students are
    more attentive and teachers approve of the new
    curriculum, identify unintended barriers

14
Evaluation of Sketched Program- Part 2
  • Process evaluation- identify whether the new
    curriculum is implemented, identify issues in
    implementation, creation of the modified
    curriculum, accepted by teachers, students seem
    more interested? Note attendance records,
    teacher comments, observe classes.
  • Outcome evaluation- assess student perspective on
    new math curriculum, monitor math grades, assess
    standard scores before and after implementation
    of new curriculum

15
  • Questions or comments?
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