Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Program Evaluation

what is program evaluation? how to evaluate a program? what are the approaches of program evaluation?

Related Books

Free with a 30 day trial from Scribd

See all
  • Be the first to comment

Program Evaluation

  2. 2. Program Evaluation  Definition Richards et al. (1985, p. 98) Evaluation is “The systematic gathering of information for purposes of making decisions” Brown (1989a, p. 223) Evaluation is “The systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum and assess its effectiveness within the context of the particular institutions involved”
  3. 3. Approaches To Program Evaluation  PRODUCT-ORIENTED APPROACHES  “The focus of the evaluation is on the goals and instructional objectives with the purpose of determining whether they have been achieved”  The primary advocates of this approach were scholars like Tyler, Hammond, Metfessel and Michael.  Tyler (1942) argued that program should be built on explicitly defined goals, specified in terms of the society, the students, and the subject matter, as well as on measurable behavioral objectives.
  4. 4. PRODUCT-ORIENTED APPROACHES Product-oriented approach advocated by Hammond. His model included FIVE approaches :  1. Identifying precisely what is to be evaluated.  2. Describing the descriptive variables.  3. Stating objectives in behavioral terms.  4. Assessing the behavior described in the objectives.  5. Analyzing the results and determining the effectiveness of the program.
  5. 5. Approaches To Program Evaluation  2. STATIC-CHARACTERISTIC APPROACHES  Static-characteristic evaluation is performed to determine the effectiveness of a particular program.  Conducted by outside experts.
  6. 6. Approaches To Program Evaluation 3. PROCESS-ORIENTED APPROACHES Scriven's model (1967) stressed the importance not only of evaluating the degree of attainment of program goals but also questioning the very worth of those goals in the first place.  The model that Scriven advocated was called goal-free evaluation, that is, evaluation in which limits are not set on studying the expected effects of the program in relation to the goal.
  7. 7. Approaches To Program Evaluation  4. DECISION-FACILITATION APPROACHES In this approach, evaluators attempt to avoid making judgments. Instead, they favor gathering information that will help the administrators and faculty in the program make their own judgments and decisions.
  9. 9. THREE DIMENSIONS THAT SHAPE POINT OF VIEW ON EVALUATION 1. purpose of the information FORMATIVE EVALUATION SUMMATIVE EVALUATION  The aims are:  1. Collect and analyze information that will help in improving the curriculum.  2. Focuses on the process  3. Daily quizzes  The aims of gathering information are:  1. Determine the degree to which the program was successful, efficient, and effective.  2. Focuses on the outcome  3. Unit test, chapter test
  10. 10. THREE DIMENSIONS THAT SHAPE POINT OF VIEW ON EVALUATION 2. types of information PROCESS EVALUATION PRODUCT EVALUATION  1. Focuses on the workings of a program (processes)  1. Focuses on whether the goals (products) of the program are being achieved
  11. 11. 3. Types of Data and analyses Quantitative Types Qualitative Types  Quantitative data are countable bits of information which are usually gathered using measures that produce results in the form of numbers.  Example of such measures include: tests, quizzes, grades, the numbers of students in each class and so forth.  Qualitative data consists of more holistic information based on observations that may not readily lend themselves to conversion into quantities or numbers.  Example of these types might include student or teacher journal entries, classroom observations and so forth.
  12. 12. Conclusion  Evaluation is a powerful strategy for distinguishing programs and interventions that make a difference from those that don't. It is a driving force for developing and adapting sound strategies, improving existing programs, and demonstrating the results of investments in time and other resources. It also helps determine if what is being done is worth the cost.
  13. 13. References  Brown D. James,1995, The Elements Of Language Curriculum.  Greene JC. Qualitative program evaluation: practice and promise. In Handbook of Qualitative Research, edited by NK Denzin and YS Lincoln. Thousand Oaks, CA: Sage Publications, 1994.  Posavac EJ, Carey RG. Program evaluation: methods and case studies. Prentice-Hall, Englewood Cliffs, NJ, 1980.

    Be the first to comment

    Login to see the comments

  • kaidelossantos1

    Jun. 13, 2016
  • shakimascott

    Jan. 22, 2017
  • FatinNadirah11

    Apr. 28, 2020

what is program evaluation? how to evaluate a program? what are the approaches of program evaluation?


Total views


On Slideshare


From embeds


Number of embeds