Evaluation And Evaluation Of Evaluation

Evaluation is a process that is used to look at the project, policy or program critically. It includes the collection and analyzing information that is related to the program or policy and that of its outcome. The Main purpose is to improve the policy or the program effectiveness. This will also help to identify any of the weak areas and changes that need to be made in the policy.

Process evaluations help explain the success or failure of a program. It looks at how the program is being implemented to see if a program is being implemented the way it was designed and if it is reaching the intended population. If a program is not being implemented the way it was intended this could explain the eventual outcomes of the program. Additionally, if the program is not even reaching the students or all of the students, as it is intended this will also influence the outcomes. Process evaluations also examine how a program is operating and if it is operating as initially intended. If a program is not operating in the way it was designed to then this will have an effect on the outcomes as well. It also looks at the behaviors of those implementing the program to see if they affected the outcomes. If parents, teachers, and administrators are not implementing the program in the manner they are expected to, it could have an influence on how well the program is implemented and therefore affecting the

Moving from my informal evaluation methods acquired from examine my biases, to mitigate against bias in a more” formal “evaluation process the evaluator still first must examine themselves honestly and be clear on their position, their allegiances and their adversaries. It goes without saying that evaluation reports should not be unfair, unbalanced or inaccurate. Yet truth is elusive and even the most scrupulous evaluator must struggle to see that carefully collected and analyzed information is not later distorted, intentionally or unintentionally in presentation. Then look at the American Evaluation Association’s Guiding Principles, briefly stated

Evaluation is an assessment of something or making an observation of the outcome whether good or bad. An example of evaluating is after the Year 8 disco, was the year 8 pupil’s filing out an evaluation form on how they thought the event went. There are many different ways to evaluate such as minutes of meeting, questionnaires, post-event papers and circulation list.

Monitoring and evaluation are important management tools to track your progress and facilitate decision making. Carries of an evaluation can be the community of people with whom your organization works. By closely examining your work, your organization can design programs and activities that are effective and yield powerful results for the community(William, et al 2010).

Evaluation can be time consuming and expensive where some people cannot complete the evaluation due to this constrains. My points of view, the main two factors are the resources and lack of measurement tools. The evaluation resources (staff salary and benefits,

A process evaluation is a tool utilized to identify the key components of intervention that are effective and under what conditions. Additionally it also evaluates the extent to which a program is being implemented as planned. A process evaluation can be broken down into six steps which are depicted in the diagram below. In order to engage stake holders the process must begin at the evaluation cycle. Stakeholders in regards to our program include those who are directly involved with program operations. This includes the staff utilized to procure supplies and equipment, those involved in the delivery of supplies equipment, those who distribute educational materials, those that perform diabetic testing and those that interact with the target

Evaluation is 1) Establish target objectives to measure outcomes. 2) Communicate to staff members the measures for successful results. 3) Organize the collection and evaluating of the effect. 4) Continually communicate with staff members during the evaluation processes. 5) Review plan and adjust if need.

Rossi, Lipsey and Freeman suggest the following kinds of assessment, which may be appropriate at these different stages: assessment of the need for the program, assessment of program design and logic/theory, assessment of how the program is being implemented, assessment of the program 's outcome or impact, assessment of the program 's cost and efficiency, and assessing needs.

An important aspect of creating any program is to insure it has a way to continue. This means the program will have to have be evaluated and tweaked in order to change with the growing needs of those it serves. Evaluation is an integral part of any program development.

H. Stanley Judd once quoted, “A good plan is like a road map: it shows the destination and usually the best way to get there.” Since evaluation is judge on the uses of its findings it is important to know where to start and where to end. The goal is to help the readers understand how evaluation is judge, how to utilize the findings and the lasting impact on those who were part of the evaluation.

Evaluation is based on expected outcome or goals. Effective goals should be measurable and specific (Blankstein, 2004). As we make our way along the doctoral journey, other than completing one course and moving on the next, one has to evaluate that there is recorded growth as a learner and as a scholar through his or her expected outcome evaluated through set goals. In attaining growth, there should be a monitored evidence to assess growth (Blankstein, 2004). In my opinion the first step towards the doctoral end goal is without expected challenges and rigor associated with taking a higher academic challenge. I will evaluate myself based on my mastery and understanding of my goal. I will also evaluate my growth throw feedback received from

The mammoth task of completing any serious evaluative process requires teamwork, determination, and a sense of urgency. The hours of analyzing, reading, studying documents, collaborating, and meetings can drain the most ardent staff. In the case of DSU’s 2013 Year One Evaluation, a 28-person committee, two peer evaluators, the President, and clerical staff labored many hours to complete the necessary reports. The comprehensive evaluation involved many more persons.

Evaluation makes service providers accountable and ensures they are providing quality care or services to an individual or group (Robertson & Long, 2008, p. 96). Quality assurance should motivate

Performance evaluations should focus on the individual’s job performance and not the individual. The four managers all have the same goal when it comes to their perspectives on performance appraisals and that is, they want to do what is best for their subordinates to motivate them to perform in their department’s best interest. Tom has a top priority to provide true and accurate feedback so employees know exactly where they stand. While I agree that evaluations definitely need to have a base of accuracy, I like Max’s view that most of good management is psychology. To know to act to do what is in the individual’s and department’s best interest, a manager needs to understanding people’s strengths and faults, and know how to motivate and reward employees. If that means a little fine-tuning, then so be it. Lynne, on the other hand, contaminated one of her workers evaluations by considering the individuals personal issues and inflated her rating to encourage and support her. Personally I don’t think it should have been a consideration in the evaluation however, supporting and encouraging the employee in other ways may be a more