Psychology Techniques - Program Evaluation

نظرة على الحياة الزوجية للمثليين جنسياً

adolecense and health

طب أم هندسة ؟

Endocrine pathology lab

Reading قسم القراءة الامتحان الوطني للغة الانجليزية

Structure قسم التراكيب اللغوية الامتحان الوطني للغة الانجليزية

Diabetic+Nephropathy

الاجهاض

Rbc Patho B 2

الجرائم الجنسية

PATHOLOGY OF UPPER RESPIRARTORY

دكتور مريض

Listening قسم الاستماع -الامتحان الوطني للغة الانجليزية

We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults. We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program. Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans. Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes. Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation. Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/

Destacado (20)

Банковская система гонконга

Developing an effective evaluation plan

Happiness

Psych!

Visual perception images (organisation & interpretation)

Methods+Of+Language+Teaching

Henry murray needs

Amazing quotes- حكم وأقوال بالانجليزي

نظرة على الحياة الزوجية للمثليين جنسياً

adolecense and health

طب أم هندسة ؟

Endocrine pathology lab

Reading قسم القراءة الامتحان الوطني للغة الانجليزية

Structure قسم التراكيب اللغوية الامتحان الوطني للغة الانجليزية

Diabetic+Nephropathy

الاجهاض

Rbc Patho B 2

الجرائم الجنسية

PATHOLOGY OF UPPER RESPIRARTORY

Listening قسم الاستماع -الامتحان الوطني للغة الانجليزية

Similar a Psychology Techniques - Program Evaluation

A Good Program Can Improve Educational Outcomes.pdf

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The field of program evaluation presents a diversity of images and claims about the nature and role of evaluation that confounds any attempt to construct a coher- ent account of its methods or confidently identify important new developments. We take the view that the overarching goal of the program evaluation enterprise is to contribute to the improvement of social conditions by providing scientifically credible information and balanced judgment to legitimate social agents about the effectiveness of interventions intended to produce social benefits. Because of its centrality in this perspective, this review focuses on outcome evaluation, that is, the assessment of the effects of interventions upon the populations they are intended to benefit. The coverage of this topic is concentrated on literature published within the last decade with particular attention to the period subsequent to the related reviews by Cook and Shadish (1994) on social experiments and Sechrest & Figueredo (1993) on program evaluation. The word ‘evaluation’ has become increasingly used in the language of community, health and social services and programs. The growth of talk and practice of evaluation in these fields has often been promoted and encouraged by funders and commissioners of services and programs. Following the interest of funders, has been a growth in the study and practice of evaluation by community, health and social service practitioners and academics. When we consider why this move in evaluative thinking and practice has occurred, we can assume the position of the funder and simply answer, ‘...because we want to know if this program or service works’. Practitioners, specialists and academics in these fields have been called upon by governments and philanthropists to aid the development of effective evaluation. Over time, they have led their own thinking and practice independently. Evaluation in its simplest form is about understanding the effect and impact of a program, service, or indeed a whole organization. Evaluation as a practice is not so simple however, largely because in order to assess impact, we need to be very clear at the beginning what effect or difference we are trying to achieve. The literature review begins with an overview of qualitative and quantitative research methods, followed by a description of key forms of evaluation. Health promotion evaluation and advocacy and policy evaluation will then be explored as two specific domains. These domains are not evaluation methodologies, but forms of evaluation that present unique requirements for effective community development evaluation. Following this discussion, the review will explore eight key evaluation methodologies: appreciative enquiry, empowerment evaluation, social capital, social return on investment, outcomes based evaluation, performance dashboards and scorecards and developmental evaluation. Each of these sections will include specific methods, the values base of each methodo ...

The field of program evaluation presents a diversity of images a.docx

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A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have: • Created a new chapter to explain sampling. • Incorporated new material on designing questionnaires. • Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.” • Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models. • Added new studies and references; new Internet sources of information. • Included new examples of measurement instruments (scales) with a macro focus. • Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13). • Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing executive summaries and considerations in planning and writing evaluation reports for agencies. • Deleted the chapter on Goal Attainment Scalin

Program evaluation

Nongre Arphon

Chapter 1 Evaluation and Social Work: Making the Connection Page 4 Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text. The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such Page 5 evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.

Chapter 1 Evaluation and Social Work Making the ConnectionP.docx

zebadiahsummers

Program Evaluation Studies TK Logan and David Royse A variety of programs have been developed to address social problems such as drug addiction, homelessness, child abuse, domestic violence, illiteracy, and poverty. The goals of these programs may include directly addressing the problem origin or moderating the effects of these problems on individuals, families, and communities. Sometimes programs are developed to prevent something from happening such as drug use, sexual assault, or crime. These kinds of problems and programs to help people are often what allracts many social workers to the profession; we want to be part of the mechanism through which society provides assistance to those most in need. Despite low wages, bureaucratic red tape, and routinely uncooperative clients, we tirelessly provide services tha t are invaluable but also at various Limes may be or become insufficient or inappropriate. But without conducting eva luation, we do not know whether our programs are helping or hurting, that is, whether they only postpone the hunt for real solutions or truly construct new futures for our clients. This chapter provides an overview of program evaluation in gen - eral and outlines the primary considerations in designing program evaluations. Evaluation can be done informally or formally. We are constantly, as consumers, informally evaluating products, services, and in formation. For example, we may choose not to return to a store or an agency again if we did not evaluate the experience as pleasant. Similarl y, we may mentally take note of unsolicited comments or anecdotes from clients and draw conclusions about a program. Anecdotal and informal approaches such as these generally are not regarded as carrying scientific credibility. One reason is that decision biases play a role in our "informal" evaluation. Specifically, vivid memories or strongly negative or positive anecdotes will be overrepresented in our summaries of how things are evaluated. This is why objective data are necessary to truly understand what is or is not working. By contrast, formal evaluations systematically examine data from and about programs and their outcomes so that better decisions can be made about the interventions designed to address the related social problem. Thus, program evaluation involves the usc of social research meLhodologies to appraise and improve the ways in which human services, poli- ci~s, and programs are co nducted. Formal eva l.uation, by its very nature, is applied research. Formal program evaluations attempt to answer the following general ques tion: Does the p rogram work? Program evaluation may also address questions such as the following: Do our clients get better? How does our success rate compare to those of other programs or agencies? Can the same level of success be obtained through less expensive means? 221 222 PART II • QUANTITATIVE A PPROACHES: TYPES OF STUD IES What is the expe ...

Program Evaluation Studies TK Logan and David Royse .docx

stilliegeorgiana

June 20 2010 bsi christie

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gggadiel

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sourav goswami

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nium

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wishart5

Process of Planning and Evaluation The process of planning and evaluation is cyclical and their activities are interdependent. The activities happen in stages; the end of one activity or program leads to the next. The ideas, insights, and learning derived from a particular stage are likely to affect the decisions and activities of the next stage. Despite this, the process of planning and evaluation is usually presented in a linear manner with sequential steps. The cycle is often affected by external influences. Planners and evaluators need to be flexible in responding to these influences Health Program Models Good health programs involve a good deal of effort and a well-developed model. These models provide direction and structure to the program to be built on. The models may not be used completely during the planning process, or various parts of the model may be combined to suit the program. There are some commonly used models in health program planning: · Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE)-Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development (PROCEED): Commonly known as the PRECEDE-PROCEED model, it is the most well-known model in this field because it is theoretically grounded and comprehensive. Planning, implementation, and evaluation are all combined in this model. · The Model for Health Education Planning (MHEP) analyzes: · Planning through six phases · Content through three dimensions―subject matter, method, and process · The Comprehensive Health Education Model (CHEM) consists of six major steps and several suggested procedures within each step. · The Model for Health Education Planning and Resource Development (MHEPRD) is a less known model. The five major components of this model are―health education plans, demonstration programs, educational programs, research programs, and information and statistics. Each component represents the end result of the planning process. In this model, evaluation plays an integral part in each phase of the model. Written Assignment 1: Quality of Simulation Chapter 3 discusses methods to assess the quality of simulations. You learned about three different views of simulation quality. Suppose you lead a task force that is developing a simulation to provide strategic planning recommendations for property use zoning for a county of 750,000 residents. The zoning board and county commissioners want a simulation that allows them to assess the impact of various zoning decisions based on a variety of dynamic factors, including age, race, education, and income status. Submit a 2-page (double-spaced) paper addressing the following: 1. First, identify which of the three views discussed in the chapter that would provide the best quality assessment for the situation described above, and explain your decision. 2. Explain how would you ensure the highest level of accuracy with your simulation, and how w ...

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School of Management Program Evaluation MPA 513 Week 3 School of Management Policy in the NewsReview Needs Assessment / StakeholdersProcess EvaluationsExercise:Performance MonitoringExercise: City Stat exampleQuestions and Conclusions Class Overview and Objectives * School of Management In the News Public Administration Evaluation in the News * School of Management Logic Models Stakeholders Review * School of Management Involving StakeholdersGain broader perspective, avoid blind spots, try to ensure utilization of resultsKey stakeholders:Those served or affected by activityThose involved in program operationsThose in a position to make decisions about the activityFor a manageable process, the list of stakeholders must be narrowed to primary intended users School of Management Evaluating Internal Processes “Now that this is the law of the land, let’s hope we can get our government to carry it out.” John F. Kennedy School of Management What is a Process Evaluation? Process (formative) evaluations are aimed at enhancing your program by understanding it more fully, and whether it is functioning as intended. Process evaluations study what is being done, and for whom these services are provided * Evaluators often distinguish between process/implementation/formative vs. outcome/impact/summative evaluations. School of Management Process vs. Outcome Evaluation Process (Formative) – program managers, front-line staff, program designers, evaluation professionals and other internal and external entities focused on wanting to know why the program (or class of programs) is or is not working and what sort of program adaptations are appropriate. Outcome (Summative) measures – legislators, accounting entities, interest groups, other levels of government, and other external entities focused on accountability or accreditation. Evaluators often distinguish between: process or implementation (formative) vs. outcome or impact (summative): * School of Management Illustration of Process Evaluation Formative Evaluation Research Examines Inside The Program At “The Process” (1)Jablonski, J.R. Total Quality Management. Technical Management Consortium Albuquerque, NM. * School of Management Organization Change and Process EvaluationProcess evaluation supports a program administrator’s desire to correct program deficiencies.Problem-solving orientation is different from evaluations that are more outcome-focused.Process intervention model provides a framework for planned organizational change. “We are interested not so much in whether X causes Y as in the question , if Y is not happening, what is wrong with X.” –Sylvia et al, p.70 * Sylvia, Sylvia, and Gunn. 1997. Program Planning and Evaluation for the Public Manager. Waveland Press. * School of Management Activities Inputs Outputs Intermediate Effects/ Outcomes Short-term Effects/ Outcomes Long-term Effects/ Outcomes Context Assumptions Stage of Develo.

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CHAPTER SIXTEEN Understanding Context: Evaluation and Measurement in Not-for-Profit Sectors Dale C. Brandenburg Many individuals associated with community agencies, health care, public workforce development, and similar not-for-profit organizations view program evaluation akin to a visit to the dentist’s office. It’s painful, but at some point it cannot be avoided. A major reason for this perspective is that evaluation is seen as taking money away from program activities that perform good for others, that is, intruding on valuable resources that are intended for delivering the “real” services of the organization (Kopczynski & Pritchard, 2004). A major reason for this logic is that since there are limited funds available to serve the public good, why must a portion of program delivery be allocated to something other than serving people in need? This is not an unreasonable point and one that program managers in not-for-profits face on a continuing basis. The focus of evaluation in not-for-profit organization has shifted in recent years from administrative data to outcome measurement, impact evaluation, and sustainability (Aspen Institute, 2000), thus a shift from short-term to long-term effects of interventions. Evaluators in the not-for-profit sector view their world as the combination of technical knowledge, communication skills, and political savvy that can make or break the utility and value of the program under consideration. Evaluation in not-for-profit settings tends to value the importance of teamwork, collaboration, and generally working together. This chapter is meant to provide a glimpse at a minor portion of the evaluation efforts that take place in the not-for-profit sector. It excludes, for example, the efforts in public education, but does provide some context for workforce development efforts. CONTRAST OF CONTEXTS Evaluation in not-for-profit settings tends to have different criteria for the judgment of its worth than is typically found in corporate and similar settings. Such criteria are likely to include the following: How useful is the evaluation? Is the evaluation feasible and practical? Does the evaluation hold high ethical principles? Does the evaluation measure the right things, and is it accurate? Using criteria such as the above seems a far cry from concepts of return on investment that are of vital importance in the profit sector. Even the cause of transfer of training can sometimes be of secondary importance to assuring that the program is described accurately. Another difference is the pressure of time. Programs offered by not-for-profit organizations, such as an alcohol recovery program, take a long time to see the effects and, by the time results are viewable, the organization has moved on to the next program. Instead we often see that evaluation is relegated to measuring the countable, the numbers of people who have completed the program, rather than the life-changing impact that decreased alcohol abuse has on ...

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