Performance Evaluation Plan

In addition, I also plan to get the opinions my colleagues regarding the positives and negatives of the program with a survey at the end of my research. I hope to use the results of this survey to look at and determine the skills and resources that are thought to be essential to the success of the programs implementation.

When evaluating the success of the program plan, averages were taken per group for the pre-test and a post-test after the presentation took place. With a total of 39 participants placed into four groups to each be given a pre-test before any education was performed and a post-test following the presentation. Below is a chart with the results of the pre-test and post-test averages:

We will create a sample evaluation that we feel encompasses all the program goals the external evaluator will need to assess in order to evaluate the model. The sample evaluation was developed using our educational evaluation knowledge, Community School research, and field experience in program evaluation. We will advise the evaluator randomly sample 40 Community Schools of the 94 Community Schools to participate in the evaluation. Based on a Survey Monkey, Sample Size Calculator, we advise 40 Community Schools to ensure that we are 90% confidence in the results of the evaluation with a 10% margin of error (cite). However, we will advise targeting a sample size of 60 Community Schools to ensure that we end up with a minimum of 40 Community Schools by accounting for schools who may not want to participate in the

We used the Professional Performance Review evaluations to monitor each student’s progress and to inform our programmatic standards. The following observations were made regarding the aggregated data on student evaluations on the 12 KPIs. The information in this section have been aggregated so no identifying information will be present in these materials.

Lee Cronbach was one of the educational psychologists that influenced me more as his research work included the program evaluation and instruction in addition to measurement and testing. He had concern regarding program evaluation effectiveness in 1970 and see it as pieces of evaluation process. The program objective evaluation detached from scientific activity, test content and curricula, appropriate experimental designs, and proper statistical tests. He called for reform in program evaluation that influenced program evaluations across many fields, from health programs to juvenile delinquency programs; his work recognized the merits and limitations of randomized field trials, the importance of local contexts on performance, and the social

Program evaluation is a tool used for evaluating and assessing a program in place. This paper will describe program evaluation and how it can be useful for an organization wishing to determine the efficiency, effectiveness, and the impact of a program. Five of the most common program evaluation models will be introduced. A number of different models are used by those who evaluate programs. This paper will describe, in detail, the success case method for evaluations.

One component of my job is to assist student that are at risk of failing their college prep course(s) by connecting them to campus services (i.e tutoring center, career services etc) 0r community resources that will address their needs and lead them to success. An evaluation tool I would use to measure the success or failure of the program is outcomes. Outcome evaluation determines whether the program is working (Grinnell, Gabor & Unrau, 2015). Outcome evaluation will allow me to learn if connecting students to services is helping students become successful in their course

* Oral questioning may be asked at the end of the observed assessment to back up some performance criteria, and noted as above.

The validity and credibility of this finding to answer the research question on program readiness for evaluation is uncertain. This is primarily due to the limitations in obtaining the data used for those evaluations, and the findings. However, being that this is a tool used by the funders as a checkmark on the program, and the program has continued to be funded, I can only use clear reasoning and judgement to decide that the program is ready to be evaluated. In addition, the program seems to have a design which they abide by. The data analysis show that the program has a well-defined structure, no part of the process needs to be modified.

Formative evaluation and summative evaluation are the two factors that determine the purpose of educational evaluation (Glickman, Gordon, & Ross-Gordon, 2014, p. 225). Robert Stakes says it best in his comment: “When the cook tastes the soup, that 's formative: When the guests taste the soup, that 's summative” (Billard, 2011). Just as a cook, evaluators are using formative evaluations to keep the program in balance, to improve the program, to eliminate distractions from goals and to reassure that the program follows the pre-established guidelines. Consequently, the evaluators are using the summative evaluations to determine if the programs are fulfilling their purpose; the sole outcome of summative evaluation is to keep the programs, to modify dramatically the programs or to terminate the programs (Glickman et al., 2014). As an inference from Stakes’ quote, the summative evaluations can include the findings from formative evaluations (Glickman et al., 2014).

Assessment is a very important and crucial step in the learning process. Effective assessment methods help the learner and the educator identify learning needs and also the effectiveness of the education program being given. There are advantages and disadvantages to these methods. Educators use a myriad of assessment methods to help them identify what the learners are retaining and also to help guide the education program. Students can use assessment methods to reflect on their learning and collaborate with educators to identify learning goals. Strategies such as rubrics, case studies, simulation, observation, and performance checklists are assessment methods. This paper will discuss the effectiveness of rubrics, case studies, and simulation.

The purpose of this paper is to use a summative evaluation process to assess the benefits of the nCase inquiry- and design-based instruction (I&D) program.

Over the years, program evaluation is an essential tool for value check of either the whole program or some aspect of the program (Psoavac and Carey, 2007). Program evaluation is more popular in health related educational programs. In order to determine the extent the educational system achieves its stated objectives and goals, Tylers in the 1930s developed a model (Owston, 2008). The model developed by Tylers shows a deliberate simplification of how the objectives of the education program are achieved. Tylers evaluation model was used in one or two generations of educational program evaluators (Scriven, 1999), and acts as a basis for developing the present models. However, the present models went beyond determining the

The main goals and concerns utilized for this program and policy are the following. “During the planning phases of the evaluation, scientific, and program staffers must have clear communication and consensus about the evaluation goals and objectives, and throughout the evaluation, they must have mechanisms to maintain this open communication.” Which leads to what are the critical ten steps of causation to a successful accomplishment of those goals. The following ten steps for conducting the outcome evaluations “Clearly define the problem being addressed by the program; specify the outcome the program is designed to achieve. Specify the research questions we want the evaluation to answer, and select an

Each aspect of the evaluation design provides information for triangulation. Interviews will allow the program’s evaluator to understand how teachers and schools are using the program, student and teacher involvement in the program. Qualitative data will be used to gather a summative view of student performance after the service intervention. All quantitative analyses will be performed on Statistical Packing for Social Sciences (SPSS) 19.0.