second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos.

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Chapter 10
Evaluating Macro Practice
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Why engage in program evaluation
research?
• A program must prove it is successful if it
expects to receive continued support
• Social workers are called upon to use the
results of this type of research as a matter of
ethical practice

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Context of Program Evaluation
• Program evaluation efforts have historical roots
• All efforts ask the questions:
• Do the interventions work?
• How do we know they work?

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Purposes of Program Evaluation
• There are multiple reasons for engaging in
program evaluation
• Important for workers to be clear on what
information is needed prior to engaging in this
type of evaluation

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Key Concepts in Evaluation (slide 1 of 4)
• Control Group
• Experimental Group
• Dependent Variable
• Independent Variable
• Sampling
• Random Sample

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Key Concepts in Evaluation (slide 2 of 4)
• Experimental Design
• Quasi-Experimental Designs
• Baseline
• Measures of Central Tendency
• Standard Deviation
• Reliability

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Key Concepts in Evaluation (slide 3 of 4)
• Validity
• Face validity
• Predictive validity
• Descriptive Statistics
• Inferential Statistics
• Outcome

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Key Concepts in Evaluation (slide 4 of 4)
• Outcome Measures
• Practice outcomes
• Functional outcomes
• Process of care outcomes
• Statistical Significance
• Chi-Square Test
• Correlation Test

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Problems and Barriers in Program Evaluation
• Failure to Plan for Evaluation
• Lack of Program Stability
• Relationships between Evaluators and
Practitioners
• When Evaluation Results Are Unclear
• When Evaluation Results Are Not Accepted
• When Evaluation Is Not Worth the Effort

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Kinds of Evaluations
• Formative (or Monitoring) Evaluations
• Summative (or Impact) Evaluations
• Effectiveness and Efficiency Evaluations

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Evaluation Approaches
• Quantitative Methods
• Qualitative Methods
• One-Group Post-Test Designs
• Pre-Test/Post-Test Designs
• Client Satisfaction Surveys
• Goal Attainment Scaling

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Evaluation Approaches (continued)
• Target Problem Scaling
• Case Studies
• Group Comparisons
• Quality Assurance Reviews

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Stages in Evaluation (slide 1 of 4)
• Stage 1: Conceptualization and Goal Setting
• Stage 2: Measurement
• Stage 3: Sampling
• Statistical Package for the Social
Sciences (SPSS)
• Systematic Random Sampling
• Stratified Random Sampling

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Stages in Evaluation (slide 2 of 4)
• Stage 4: Design
• Threats to validity
• Maturation

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Six Common Evaluation Designs
• Pre-Experimental Designs
• One-Group Post-Test-Only Design
• Post-Test-Only Design with
Nonequivalent Groups
• One-Group Pre-Test/Post-Test Design

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Six Common Evaluation Designs (continued)
• Quasi-Experimental Designs
• Nonequivalent control group designs
• Time-series designs
• Multiple time-series designs
• Experimental Designs
• Requires both random assignment of subjects
and a control group
• Most difficult to use in actual practice

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Stages in Evaluation (slide 3 of 4)
• Stage 5: Data Gathering
• Instruments, tests, scales
• Use of existing instruments preferred due to
issues of validity and reliability
• Stage 6: Data Analysis
• Univariate analysis
• Bivariate analysis
• Multivariate analysis
• Regression analysis

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Stages in Evaluation (slide 4 of 4)
• Stage 7: Data Presentation
• Part 1: Introduction
• Part 2: Literature Review
• Part 3: Methodology
• Part 4: Results
• Part 5: Discussion
• Part 6: References and Appendices
• Summary of Data Presentation

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Communicating Evaluation Data
• Data must be presented in a clear and concise
fashion
• Written reports should be in a one page,
Executive Summary format, highlighting the
most significant findings
• All six sections listed above should be
addressed

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Ethics and Values in Evaluation
• Subjects used in program evaluations must be
volunteers
• The volunteering subject must be informed of
the potential risks associated with participation
• No one should be harmed as a result of
volunteering
• Privacy of volunteers must be stringently
guarded

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NASW and the Code of Ethics
• Social workers are obliged to stay current with
relevant research
• Social workers are obliged to contribute to the
knowledge base of social work practice
• Social workers are obliged to ensure that clients
are given the most effective interventions
possible
• Social workers are obliged to ensure that
programs are based on solid research