Evaluability assessment, sometimes referred to as exploratory evalua.docx

•Download as DOCX, PDF•

0 likes•2 views

Evaluability assessment, sometimes referred to as exploratory evaluation, is often conducted as a preliminary activity prior to conducting a formal evaluation. It is commonly used as a planning tool and is a quick and cost effective method to determine whether programs identified as candidates for evaluation have the objectives, activities, and resources that will facilitate a formal evaluation. It is not a substitute for a program evaluation that can determine whether the program is likely to be effective in its current form or whether changes and adjustments may need to be made. (Leviton, Khan, Rog, Dawkins & Cotton, 2010). For example, the recidivism rate, the extent to which a criminal relapses back into criminal behavior, is a major measure of the effectiveness of criminal justice programs. The Second Chance Act of 2008 is a federal program designed to reduce recidivism in local communities. Grant funds from the Department of Justice were distributed to state, local governments, and nonprofits to develop appropriate programs. To prepare for this Assignment, review this week’s Learning Resources and consider the evaluability of a funding effort. Access the Second Chance Act website and examine the success stories, focusing on the Roca, Inc. case. Assignment: submit a 3-page paper which assesses the evaluability of this program, using the criteria in the readings for this week and indicates whether you anticipate that a formative, process, needs assessment, or summative evaluation will be most appropriate. Explain your reasoning. Must be apa turn it in required grammar check required ! .

Education

turn it in required
grammar check required !

Similar to Evaluability assessment, sometimes referred to as exploratory evalua.docx

Page 1 of 7 Program Evaluation © 2013 Argosy University Overview of RAs RA 1: Human Service Needs Assessment Report Over the past two decades, the terms "accountability" and "program evaluation" have become the focus within the human services arena. Due to budgetary constraints and decrease in availability of public funding, the competition for scarce resources has increased. This increased competition has subjected human services agencies to an intense examination where requests for resources are scrutinized carefully. The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify the reason for carrying out the evaluation of a particular program. A need can be defined as the gap between what is and what should be and can be experienced by an individual, a group, or an entire community. Tasks: Using at least 3–5 scholarly resources from the professional literature, research human service needs assessment. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Create a 7- to 9-page report in a Microsoft Word document, including the following: Identify a program at a social agency or other human services program to which you have access and provide a description of the organizational context including the mission and objectives of the program and why an evaluation is being considered. Conduct a needs assessment using concepts presented previously to confirm and explain the scope of the problem, the perceived versus actual gap in service, the affected population, whether the need is changing, and in what manner the need may be changing. Identify possible resources to meet the perceived needs. Discuss what existing resources can be used, what additional information would be needed, and what sources for obtaining data you would use. Identify the stakeholders who need to be included in the assessment and subsequent evaluation. Analyze the interpersonal, political, and ethical considerations of interacting with decision makers and stakeholders who may have conflicting priorities and determine strategies for reconciling those priorities. Submission Details: Save your report as M3_A2_Lastname_Firstname.doc. Include a title and reference page and apply APA standards to the citation of sources, including use of in-text citations and full references. By Module 3, Day 7, post your report to the M3 Assignment 2 RA 1 Dropbox. RA 1 is worth 200 points and will be graded according to the following rubric. Page 2 of 7 Program Evaluation © 2013 Argosy University 2 Overview of RAs Assignment Components Proficiency Score Identify a program at.

Page 1 of 7 Program Evaluation © 2013 Argosy Universit.docx

bunyansaturnina

Running head: EVALUATION OFNEIGHBORHOOD WATCH PROGRAM 1 EVALUATION OF NEIGHBORHOOD WATCH PROGRAM Abstract There has been little work on the evaluation of neighborhood watch programs in the past. However, scholars and policy makers have increasingly shown interest in identifying whether neighborhood watch programs are effective. The studies conducted in the past have limitations which make them unable to precisely measure the effectiveness of neighborhood watch programs. In response to EVALUATION OF NEIGHBORHOOD WATCH PROGRAM 2 that, this paper proposes an elaborate evaluation technique which can assist in accurately determining the effectiveness of the existing neighborhood watch programs. The paper does not ignore the previous studies but instead explores them with the aim of offering theoretical background of the programs and also explores the proposed techniques with the objective of presenting a reliable and appropriate method of assessment. Introduction Neighborhood watch is also called neighborhood crime watch or crime watch. It refers to the organization of civilians into a group which is devoted to crime or vandalism prevention within their respective neighborhood. Neighborhood watch programs aim at achieving a wide range of objectives related to the security of their neighborhood. Some of the objectives of this program involve the educating community on security and safety of the neighborhood and establishing means of maintaining a safety neighborhood. This program usually cooperate with law enforcement agencies in such a way that if the neighborhood watch group identifies a criminal they are expected to inform the authorities and not to engage. It is this attribute of the group that differentiates it from vigilante groups. In the United States there are numerous neighborhood watch groups and Rosenbaum (1988), estimated that 20% of American residents were involved in the neighborhood watch activities by 1988. The organization and agenda of these groups vary but they all maintain that their main objectives are related to the promotion of secure neighborhood and crime reduction. Current systems of Neighborhood watch programs trace their origin back in 1960. According to Rasenberger (2006), the shocking events of the murder and rape of Kitty Genovese compelled the people to organize themselves into crime prevention groups. Ever since the Neighborhood Watch EVALUATION OF NEIGHBORHOOD WATCH PROGRAM 3 programs have developed nationwide with the assistance of the National Sheriff's Association. Various scholars have presented various analyses of these programs with the aim of identifying whether the programs are effective. These evaluations have applied various approaches with some having limitations which negatively influenced the results obtained. This paper seeks to present a reliable method of evaluating the programs with the aim of shaping and i.

Running head EVALUATION OFNEIGHBORHOOD WATCH PROGRAM 1 .docx

todd271

Cost-Benefit Analysis and Justice Policy Toolkit

Cost-Benefit Knowledge Bank for Criminal Justice

Introduction Ideally, program and/or policy interventions must seek to address an identified challenge/gap in a given sector/segment of society (McDavid & Hawthorn, 2013). To enable stakeholders make informed decisions on what program/policy choices to make there is the need for information and such information can be gathered through a process known as evaluation – the outcome of an evaluation process creates/provides information and this information influences policy choices and/or programmatic interventions (McDavid & Hawthorn, 2013). In this post, I briefly describe the Mentoring Gang Involved-Youth Project with is being implemented by Roca Inc, a Massachusetts-based nonprofit working with young male adults from Boston, Chelsea, and Springfield Massachusetts. I also explain the type of evaluation employed in evaluating the Project and the kind of data used for the evaluation and I indicate whether comparisons were used. Description of the project According to the Justice Center: Council of State Governments (2012), the Mentoring-gang Involved-Youth Project, targets young male adults between the ages of 17 and 24 who are suffering from substance abuse and are in detention. The primary objective of the Project is to reduce incarceration rates and enhance the ability of participants to retain employment (Roca, 2016). Under the Project, it is recognized that participants lack healthy relationships that will help them say away from criminal and/or antisocial behavior hence under the program three types of mentoring support are offered (Justice Center: Council of State Governments, 2012). The Justice Center: Council of State Governments (2012) informs its readers that mentoring support, under the Project, extends to supporting participants get jobs and remain employed. The project proceeds under the philosophy that keeping participants occurred by positive activities steers them away from antisocial criminal behavior (Justice Center: Council of State Governments, 2012). Some of the mentors under the Project have served jail time and successfully reintegrated into the community and are deemed to be role models hence using them to mentor participants is seen as offering participants with real life examples of persons who were just like them and have managed to emancipate themselves from the hands of criminal/antisocial conduct and are living better lives. Cognitive-restructuring is the objective of the Project and it seeks to achieve this through skills development and behavioral change for/of participants (Roca, 2016). Where this Project successfully restructures the cognitive behavior of participants and they acquire skills and get employment, their economic situation will change and this will translate into economic development. According to Roca (2016) the Project runs for four years - the first two years focus on inculcating into participants behavioral change whilst the remaining period focuses on sustaining the positive ch.

Introduction Ideally, program andor policy interventio.docx

MargenePurnell14

When President Obama unveiled his plan to create a 21st-century regulatory system that protects the health and safety of Americans in a cost-effective way, he called for an unprecedented government-wide review of rules already on the books. As a result of that review, the Department of Education has identified initiatives to reduce burdens and save money. Read the agency plan and share your comments, feedback and questions. Visit WhiteHouse.gov/RegulatoryReform to view all the plans and learn more.

Department of Education Preliminary Regulatory Reform Plan

Obama White House

CHAPTER SIXTEEN Understanding Context: Evaluation and Measurement in Not-for-Profit Sectors Dale C. Brandenburg Many individuals associated with community agencies, health care, public workforce development, and similar not-for-profit organizations view program evaluation akin to a visit to the dentist’s office. It’s painful, but at some point it cannot be avoided. A major reason for this perspective is that evaluation is seen as taking money away from program activities that perform good for others, that is, intruding on valuable resources that are intended for delivering the “real” services of the organization (Kopczynski & Pritchard, 2004). A major reason for this logic is that since there are limited funds available to serve the public good, why must a portion of program delivery be allocated to something other than serving people in need? This is not an unreasonable point and one that program managers in not-for-profits face on a continuing basis. The focus of evaluation in not-for-profit organization has shifted in recent years from administrative data to outcome measurement, impact evaluation, and sustainability (Aspen Institute, 2000), thus a shift from short-term to long-term effects of interventions. Evaluators in the not-for-profit sector view their world as the combination of technical knowledge, communication skills, and political savvy that can make or break the utility and value of the program under consideration. Evaluation in not-for-profit settings tends to value the importance of teamwork, collaboration, and generally working together. This chapter is meant to provide a glimpse at a minor portion of the evaluation efforts that take place in the not-for-profit sector. It excludes, for example, the efforts in public education, but does provide some context for workforce development efforts. CONTRAST OF CONTEXTS Evaluation in not-for-profit settings tends to have different criteria for the judgment of its worth than is typically found in corporate and similar settings. Such criteria are likely to include the following: How useful is the evaluation? Is the evaluation feasible and practical? Does the evaluation hold high ethical principles? Does the evaluation measure the right things, and is it accurate? Using criteria such as the above seems a far cry from concepts of return on investment that are of vital importance in the profit sector. Even the cause of transfer of training can sometimes be of secondary importance to assuring that the program is described accurately. Another difference is the pressure of time. Programs offered by not-for-profit organizations, such as an alcohol recovery program, take a long time to see the effects and, by the time results are viewable, the organization has moved on to the next program. Instead we often see that evaluation is relegated to measuring the countable, the numbers of people who have completed the program, rather than the life-changing impact that decreased alcohol abuse has on ...

CHAPTER SIXTEENUnderstanding Context Evaluation and Measureme

JinElias52

canvas.northseattle.edu Microeconomics Midterm Chapter 2 Flashcards | Qui.. economics assignment canvas exam - Google Sea. O Increasing the amount of resources devoted to the production of military goods Increasing the human capital of its labor force Question 16 0.1 pts Productive efficiency O is represented by the points outside and to the right of the Production Possibilities Frontier. O means that all the economy\'s resources are fully employed using the current technology O requires developing new technology and better human capital in the Production Possibilities Frontier model. O applies to points inside the Production Possibilities Frontier as well as points along the frontier O means there is no opportunity cost to increasing production. 0.1 pts D Question 17 The concave shape of the Production Possibilities Frontier indicates Solution Answer 16 : Production efficiency means that all the economic resources are fully employed using the current technology. It is used to show that various possible combination of goods and services produced within a particular period of time within a given technology and resources. Answer 17 : The concave shape of the production possibility frontier indicated the law of increasing oppournity cost. As the production possibility curve is downward sloping it means that one more unit of production increases the sacrificing of more another units. Answer 18 : The statement is True that when the firm has an absolute advantage when it can produced a product it is not necessary to have comparative advantages also. A nation might have an absolute advantage but not a comparative advantage in the production of a given product.A country enjoyed an absolute advantage over another country when they used fewer resources to produce that product from another country..

Choose one of the evolutions of CIT and discuss how it may have made.pdf

fathimaoptical

BSCHUCH Culminating project final post defenseFINAL

Brittany Schuch

Ictj Om Concepts Dp Rev

dpage

mnpayforperformancefinancing_lessons_report

Maria Victoria Punay

Cost-Benefit Analysis (CBA) and Justice Policy for State Legislators

Cost-Benefit Knowledge Bank for Criminal Justice

2010 NASBO Annual Meeting- Forsythe and Jacobson

Cost-Benefit Knowledge Bank for Criminal Justice

Module 3: Module 3 - M3 Assignment 2 RA 1 Assignment 2: RA 1: Human Service Needs Assessment Report Over the past two decades, the terms "accountability" and "program evaluation" have become the focus within the human services arena. Due to budgetary constraints and decrease in availability of public funding, the competition for scarce resources has increased. This increased competition has subjected human services agencies to an intense examination where requests for resources are scrutinized carefully. The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify the reason for carrying out the evaluation of a particular program. A need can be defined as the gap between what is and what should be and can be experienced by an individual, a group, or an entire community. Tasks: Using at least 3–5 scholarly resources from the professional literature, research human service needs assessment. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Create a 7- to 9-page report in a Microsoft Word document, including the following: Identify a program at a social agency or other human services program to which you have access and provide a description of the organizational context including the mission and objectives of the program and why an evaluation is being considered. Conduct a needs assessment using concepts presented previously to confirm and explain the scope of the problem, the perceived versus actual gap in service, the affected population, whether the need is changing, and in what manner the need may be changing. Identify possible resources to meet the perceived needs. Discuss what existing resources can be used, what additional information would be needed, and what sources for obtaining data you would use. Identify the stakeholders who need to be included in the assessment and subsequent evaluation. Analyze the interpersonal, political, and ethical considerations of interacting with decision makers and stakeholders who may have conflicting priorities and determine strategies for reconciling those priorities. Submission Details: Save your report as M3_A2_Lastname_Firstname.doc. Include a title and reference page and apply APA standards to the citation of sources, including use of in-text citations and full references. By Wednesday, March 16, 2016 , post your report to the M3 Assignment 2 RA 1 Dropbox . RA 1 is worth 200 points and will be graded according to the following rubric. .

Module 3 Module 3 - M3 Assignment 2 RA 1Assignment 2 RA 1 Hum.docx

jacmariek5

A Government Agency With Fice Of Quality, Performance, And...

Chelsea Porter

Developing and Implementing an Audit Program Model in the Uniform Guidance Era

April Heyward

Abstract- Espejo

Shelly Espejo

SOCW 6311 WK 6 responses Respond to at least two colleagues each one has to be answered separately name first then response Bottom of Form Respond to at least two colleagues by doing all of the following: Identify the stage or stages of the program to which your colleague’s selected question relates. Suggest an additional question or concern that stakeholders may have about program evaluation. Recommend an alternative model for the evaluation. Instructor wants lay out like this: Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following: Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Your response Address his or her evaluation of the efficacy and applicability of the evidence-based practice, Your response [Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice, Your response And [evaluate] his or her solution for mitigating those factors. Your response Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified. Your response References Your response PEER 1 Elektra Smith Top of Form Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month ( https://visitthecenter.org/volunteer , 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).” Identify 2–3 concern.

SOCW 6311 WK 6 responses Respond to at least two colleagues .docx

samuel699872

2010 NCSL Legislative Summit- Chiu

Cost-Benefit Knowledge Bank for Criminal Justice

PAD 599 – Appendix (Prerequisite: Must Be Taken As The Last Class) COURSE DESCRIPTION This course integrates theory into application presented in a portfolio demonstrating core competencies in the areas of corporate governance, public personnel administration, public budgeting and finance, constitutional law, public policy, program evaluation, and public leadership in the public or non-profit sector. The objective of the portfolio focuses on the application of knowledge, skills, and abilities of a public or non-profit manager and its role and responsibilities in the public and / or non-profit sector. The portfolio consists of approved research position papers, PowerPoint presentations, role-playing in the various roles of public officials and administrators, and competency exams. A grade of “B” or higher is required. INSTRUCTIONAL MATERIALS Required Resources National Strategy for Counterterrorism. (June 28, 2011). Retrieved from http://www.whitehouse.gov/sites/default/files/counterterrorism_strategy.pdf Starling, G. (2011). Managing the public sector (9th ed.). Boston, MA: Wadsworth / Cengage Learning. Supplemental Resources Auerbach, A., Burch, R., & Gale, W. (2010). The federal budget outlook. Washington, D.C.: Brookings Institution Press. Congressional Quarterly. (2011). Issues for debate in American public policy (11th ed.). Washington, DC: CQ Press. Daft, R. (2011). The leadership experience: 2010 custom edition (5th ed.).Mason, OH: Thomson-South-Western. Denhardt, R. B., & Denhardt, J.V. (2009). Public administration: An action orientation: 2010 custom edition (6th ed.). Belmont, CA: Thompson – Wadsworth – Cengage Learning. Kraft, M. E., & Furlong, S. R. (2009). Public policy: Politics, analysis and alternatives (3rd ed.). Washington, DC: CQ Press. Mikesell, J. L. (2010). Fiscal administration: Analysis and applications for the public sector (8th ed.: 2010 custom edition). Mason, OH: Cengage Learning. Nigro, L, Nigro F., & Kellough, J. E. (2007). The new public personnel administration (6th ed.). Belmont, CA: Thomson–Wadsworth–Cengage Learning. Paul D’Anieri (2012). International politics: power and purpose in global affairs. Boston, MA: Wadsworth. Coleman, J.R. and Dugan, R.E. (1990). Public Administration Desk Book. Government Research Publications. Chandler, R. C. and Piano, J.C. (1988), Public Administration Dictionary, ABC-CLIO. Cherry, V.R. and Holzer, M. (1990) Public Administration Research Guide. Garland. Public Agenda. (2011). General format. Retrieved from http://www.publicagenda.org. Szypszak, C. (2011). Understanding law for public administration. Boston, MA: Jones & Bartlett. COURSE LEARNING OUTCOMES 1. Examine the basic components and functions of public sector administration. 2. Analyze the elements of effective planning in the public sector. 3. Examine the steps and models used in effective decision making. 4. Recommend ways to improve specific areas of public administration. 5. Examine the fundamentals and.

PAD 599 – Appendix(Prerequisite Must Be Taken As The Last C.docx

alfred4lewis58146

Analysisof outreachinthe radonindoor air prog0001 1

Matt Coco (mattcoco@mindspring.com)

Similar to Evaluability assessment, sometimes referred to as exploratory evalua.docx (20)

Running head EVALUATION OFNEIGHBORHOOD WATCH PROGRAM 1 .docx

Cost-Benefit Analysis and Justice Policy Toolkit

Introduction Ideally, program andor policy interventio.docx

Department of Education Preliminary Regulatory Reform Plan

CHAPTER SIXTEENUnderstanding Context Evaluation and Measureme

Choose one of the evolutions of CIT and discuss how it may have made.pdf

BSCHUCH Culminating project final post defenseFINAL

Ictj Om Concepts Dp Rev

mnpayforperformancefinancing_lessons_report

Cost-Benefit Analysis (CBA) and Justice Policy for State Legislators

2010 NASBO Annual Meeting- Forsythe and Jacobson

Module 3 Module 3 - M3 Assignment 2 RA 1Assignment 2 RA 1 Hum.docx

A Government Agency With Fice Of Quality, Performance, And...

Developing and Implementing an Audit Program Model in the Uniform Guidance Era

Abstract- Espejo

SOCW 6311 WK 6 responses Respond to at least two colleagues .docx

2010 NCSL Legislative Summit- Chiu

PAD 599 – Appendix(Prerequisite Must Be Taken As The Last C.docx

Analysisof outreachinthe radonindoor air prog0001 1

More from humphrieskalyn

Evaluate the role of leadership on organizational behavior Provide the name of the corporation you will be using as the basis for this project. Provide the organization’s purpose or mission statement. Describe the organization's industry. Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.). Provide the list of interview questions you asked the manager/executive. Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected: Power and politics Communication Organizational leadership Organizational structure Organizational change Provide citations in APA format for any references. .

Evaluate the role of leadership on organizational behaviorProv.docx

Evaluability assessment, sometimes referred to as exploratory evalua.docx

Recommended

Recommended

More Related Content

Similar to Evaluability assessment, sometimes referred to as exploratory evalua.docx

Similar to Evaluability assessment, sometimes referred to as exploratory evalua.docx (20)

More from humphrieskalyn

More from humphrieskalyn (20)

Recently uploaded

Recently uploaded (20)

Evaluability assessment, sometimes referred to as exploratory evalua.docx