This document discusses approaches to program evaluation. It defines program evaluation as the systematic gathering of information to make decisions about a program. There are four main approaches discussed: product-oriented, which focuses on achieving goals and objectives; static-characteristic, which uses outside experts to determine effectiveness; process-oriented, which questions the worth of program goals; and decision-facilitation, which gathers information to help administrators make judgments. The document also outlines dimensions that shape evaluation perspectives, including formative vs. summative purposes, process vs. product focuses, and quantitative vs. qualitative data types.

1. PROGRAM EVALUATION
BURHAN O. MAHMUD
M.A. STUDENT AT GAZIANTEP UNIVERSITY

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. 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. 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. 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. 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. 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.

8. DOING PROGRAM EVALUATION

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. 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. 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. 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. 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.