Evaluation

1
Evaluation

• The purpose of evaluation is not to prove, but to
  improve.

2
Why Evaluate?

• To see if the program works
• What do we mean by works?
• Was the program/course successful?
• Define success measurements

3
Underlying Premises for Evaluation

• It is an important process
• Need to know if course objectives are being met
  and how to improve them
• Every evaluation has a political context
• Who will use the findings?
• Need to have clearly defined purpose prior to
  conducting evaluation

4
Evaluation helps in decision making

• Improve the way a program/course operates
• Decide fund resource allocation
• Add or drop program/course components
• Initiate similar program/course elsewhere
• Continue or discontinue a program/course
• Accept or reject specific program/course approach
  or theory

5
Some Evaluation Types

• Formative
• Summative
• Impact
• Outcome
• Process

6
Formative Evaluation

• Usually carried out during the formation or
  development of the program or course
• May include pre-testing (e.g. component
  pre-testing) and pilot studies of components
• Usually answering questions like
• Has the appropriate/qualified teacher been hired?
• Do we have adequate educational materials and
  resources for the students?
• How does it fit in with the rest of the
  curriculum?

7
Process Evaluation

• Process evaluation is a type of formative
  evaluation in that it usually takes place at the
  beginning and during the program/course ongoing
• Quality assurance
• Used to determine the appropriateness of
• Content
• Teaching methods, materials, media, etc.
• Methods
• Teacher quizzes, observe audience/students,
  unbiased outside observer, surveys
  questionnaires during course
• Students ask questions get feedback logs
  journals, focus groups

8
Summative Evaluation

• Permits conclusions to be drawn about impact,
  outcome, or benefits of a program, course or
  methodology
• Was there a change/increase in knowledge,
  attitudes, skills, or behaviors?
• Which approach worked best?
• Did the health changes/improvements continue
  after the course ended?

9
Impact

• Assessment of immediate impact of a
  program/course on
• Short-term goals
• Knowledge
• Interview Discussion
• Discussion Observation
• Written test
• Attitudes
• Observation what they say
• Questionnaire with rating scale
• Behavior
• Observe demonstration keep record of
  participants

10
Outcome Evaluation

• Health outcomes long term changes
• Assess changes in or improvements to health
  status indicators, such as
• Morbidity and mortality rates
• Incidence or prevalence rates
• Other statistical data that may demonstrate
  improvement

11
Illinois Learning Improvement Plan

• A broad strategy for program evaluation
• Based on Illinois Learning Standards
• Illinois Goal Assessment Programs (IGAPS)
• LAPs Learning Assessment Programs. School make
  up objectives based on learning standards for
  specific grades. Then assess whether these
  objectives are being met through written exams
  and other methods.
• School funding (!) from State and Federal (No
  child left behind) sources depends in large part
  how students demonstrate what they know and are
  able to do.