By Debra J. Holden, PhD, Marc A. Zimmerman
A realistic consultant to software assessment making plans: thought and Case Examples offers a step by step procedure to steer evaluators in making plans a finished, but possible, software evaluation-from begin to design-within any context. No booklet at present out there delineate the necessary steps for getting ready to behavior an assessment. The co-editors of this article built a version to steer the advanced means of making plans for application reviews in various settings. This version, entitled assessment making plans Incorporating Context (EPIC), builds on past paintings by means of supplying a pragmatic, utilized step by step strategy for making plans a software evaluate in any environment. Contributing authors then use the EPIC version to explain an evaluate method that they in various settings. The EPIC version and the case examples awarded during this booklet offer evaluators with the conceptual instruments and a framework for brooding about the pre-evaluation initiatives that could be invaluable for a profitable, precious, and informative assessment. Key FeaturesPresent new evaluate making plans version that offers a step-by step strategy for a way to plot for a software evaluate in any contextIntroduces scholars to the problems in making plans for an review inside of chosen contexts utilizing case studiesFocuses on making plans ahead of layout through delivering sensible assistance to plot an review from the beginning, prior to a layout can or has been determinedIntended AudienceThis is an important supplemental textual content for review classes.
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Additional resources for A Practical Guide to Program Evaluation Planning: Theory and Case Examples
Access to services). Often, the evaluation sponsors have a preference as to which type of model they want the evaluator to create. Depending on the stage of development at which the evaluation is to occur, logic models may have already been created and used by staff in organizing the program activities. Both the logic model and conceptual framework can be used as a guide in prioritizing relationships and variables of critical importance and in identifying appropriate measures to incorporate into the evaluation.
CSAP became Colorado’s measurement tool for the federal policy. In addition to assessing and providing feedback to students and parents about individual student proficiency in mathematics, reading and writing, and science in 3rd through 10th grades, the program uses aggregate data by school as the primary measure of school performance. Numerous federal grant programs are tied to this performance measure. For example, if a school does not meet specified levels of performance for 2 consecutive years, it is required to create a school improvement plan to maintain Title 1 funding.
As noted by Rossi et al. (2004), The evaluator who thoroughly explores stakeholder concerns and conducts an analysis of program issues guided by carefully developed descriptions of program theory will turn up many questions that the evaluation might address. The task at this point becomes one of organizing questions according to distinct themes and setting priorities among them. (p. 96) This process of organizing questions around themes is similar to developing an EPM. This organization helps lay out the evaluation questions and possible outcomes and serves as a foundation for identifying both the questions that can and should be answered through the evaluation and those that are either infeasible or impractical to ask.