Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Guide to Helping With Paper· Description of the key program .docxshericehewat
Guide to Helping With Paper
· Description of the key program elements:
https://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
Drake, E. B., & Lafrance, S. (2007). Findings on Best Practices of Community Re-Entry Programs ... Retrieved from http://www.eisenhowerfoundation.org/docs/Ex-Offender Best Practices.pdf
Mosteller, J. (2019). Why Reentry Programs are Important. Retrieved from https://www.charleskochinstitute.org/issue-areas/criminal-justice-policing-reform/reentry-programs/
· A description of the strategies that the program uses to produce change
Caprizzo, C. (2011, November 30). Prisoner Reentry Programs: Ensuring a Safe and Successful Return to the Community. Retrieved fromhttps://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
INTEGRATED REENTRYand EMPLOYMENT. (2013). Retrieved from https://www.bja.gov/Publications/CSG-Reentry-and-Employment.pdf
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
See attachment to answer this question (Workbook for Designing a Process Evaluation) also look at this link below
Berghuis, M. (2018, October). Reentry Programs for Adult Male Offender Recidivism and Reintegration: A Systematic Review and Meta-Analysis. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6139987/
· A plan for building relationships with the staff and management
STRONG PROFESSIONAL RELATIONSHIPS - Leading Teams. (2015). Retrieved from http://www.leadingteams.net.au/wp-content/uploads/2015/10/Whitepaper-Strong-Professional-Relationships-Drive-High-Performance.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Broad questions to be answered by the process evaluation
Rossman, S., Willison, J., Lindquist, C., Walters, J., & Lattimore, P. (2016, December). The author(s) shown below used Federal funding provided by ... Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/250469.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
https://www.ncjrs.gov/pdffiles1/nij/grants/213675.pdf
Make Sure All Bullets Are Answered
:
· A description of the key program elements
· A description of the strategies that the program uses to produce change
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
· A plan for building relationships with the staff and management
· Broad questions to be answered by the process evaluation
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
Workbook
for
Designing
a Process
Evaluation
Produced for the ...
Evaluation is a systematic process to understand what a program does and how well the program does it. Evaluation results can be used to maintain or improve program quality and to ensure that future planning can be more evidence-based.
in this topic i cover SWOT analysis, mile stone , Gantt chart, PERT, CPM, Bennett's hierarchy evaluation , logical framework approach
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Guide to Helping With Paper· Description of the key program .docxshericehewat
Guide to Helping With Paper
· Description of the key program elements:
https://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
Drake, E. B., & Lafrance, S. (2007). Findings on Best Practices of Community Re-Entry Programs ... Retrieved from http://www.eisenhowerfoundation.org/docs/Ex-Offender Best Practices.pdf
Mosteller, J. (2019). Why Reentry Programs are Important. Retrieved from https://www.charleskochinstitute.org/issue-areas/criminal-justice-policing-reform/reentry-programs/
· A description of the strategies that the program uses to produce change
Caprizzo, C. (2011, November 30). Prisoner Reentry Programs: Ensuring a Safe and Successful Return to the Community. Retrieved fromhttps://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
INTEGRATED REENTRYand EMPLOYMENT. (2013). Retrieved from https://www.bja.gov/Publications/CSG-Reentry-and-Employment.pdf
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
See attachment to answer this question (Workbook for Designing a Process Evaluation) also look at this link below
Berghuis, M. (2018, October). Reentry Programs for Adult Male Offender Recidivism and Reintegration: A Systematic Review and Meta-Analysis. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6139987/
· A plan for building relationships with the staff and management
STRONG PROFESSIONAL RELATIONSHIPS - Leading Teams. (2015). Retrieved from http://www.leadingteams.net.au/wp-content/uploads/2015/10/Whitepaper-Strong-Professional-Relationships-Drive-High-Performance.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Broad questions to be answered by the process evaluation
Rossman, S., Willison, J., Lindquist, C., Walters, J., & Lattimore, P. (2016, December). The author(s) shown below used Federal funding provided by ... Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/250469.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
https://www.ncjrs.gov/pdffiles1/nij/grants/213675.pdf
Make Sure All Bullets Are Answered
:
· A description of the key program elements
· A description of the strategies that the program uses to produce change
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
· A plan for building relationships with the staff and management
· Broad questions to be answered by the process evaluation
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
Workbook
for
Designing
a Process
Evaluation
Produced for the ...
Evaluation is a systematic process to understand what a program does and how well the program does it. Evaluation results can be used to maintain or improve program quality and to ensure that future planning can be more evidence-based.
in this topic i cover SWOT analysis, mile stone , Gantt chart, PERT, CPM, Bennett's hierarchy evaluation , logical framework approach
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Social Work Research Planning a Program EvaluationJoan is a soc.docxsamuel699872
Social Work Research: Planning a Program Evaluation
Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.
The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.
Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.
Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.
(Plummer 66-67)
Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.
The citation provided is a guideline. Please check each citation for accuracy before use.
Content.
Running head: IMPROVEMENT OPPORTUNITY 1
IMPROVEMENT OPPORTUNITY 3
Quality Tool Analysis
The supply chain management sphere has an issue when considering a pharmacy facility organization. The problem with the pharmaceutical supply chain operations has resulted from all individuals lacking access to the most noteworthy quality medication and in addition keep up levels in medical care that occurs in the arrangement of supplying medicine, notwithstanding giving the improvement of new knowledge, aptitudes and systems that invigorate the advancement of medicine supply chain management. The quality tool used to recognize these issues is data collection sheet which gathers the essential information to have the capacity to answer any inquiries that may emerge. The quintessence of the data is that the reason for existing is apparent and that the data mirrors the fact of the matter, is anything but difficult to gather and utilize. A quantitative method was used to gather the data. The data collection sheet is being used in the dispersion of factors of the articles delivered, classification of broken things locating of the defects of the pieces, recognizing reasons for deformities and verification check or support undertakings (Awad, 2012).
To arrive at the problem, a questionnaire was utilized together with the data collection sheet. There was a clear framework on how data was to be gathered and with what sort of document will be made and how the gather data ought to be utilized. How the data will be analyzed was additionally sketched out, and the individual who ought to oversee gathering the data was distinguished. For the optimization of data accumulation, Sharp and McDermott (2009) suggest that the data collection be finished by an experienced auditor and in an arbitrary example of the exercises, of the general population and of the groups of the territories that they ought to be observed. The association recognized an experienced auditor was utilized to gather data and examine it since they have a high likelihood of giving precise data.
Stakeholder Analysis
Commonly, as an expert, one needs to think the what before the who when confronting an undertaking. Along these lines, they underscore the deliverables instead of the general population. The principal procedure of the communication knowledge zone, to be executed in the initiation of the task, is to identify the individuals with an interest.
One method for this procedure is partner examination, which a procedure of systematically collecting and investigating quantitative and qualitative data with the end goal to figure out what premiums specific must be considered all through the venture. It permits to recognize the interests, expectations, and impact of the interested individuals and relates them to the motivation behind the underta.
Bringing User-CenteredDesign Practices intoAgile Development Projectsabcd82
Bringing User-CenteredDesign Practices intoAgile Development Projects -This full day tutorial seeks to explain Agile Development\'s incremental release and iterative development strategy from the perspective of a user centered design practitioner. Practical advice is given on making Agile development more user-centric.
Assignment 2 Designing a Training ProgramDue Week 8 and worth 3.docxsherni1
Assignment 2: Designing a Training Program
Due Week 8 and worth 300 points
Create a written proposal in which you detail the complete design of an employee training program.
Write a six to eight (6-8) page paper in which you:
1. Design a two (2) day training program for a group of twenty (20) employees.
2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an
approach for this training.
3. Develop the training objective for this program based on an analysis of the business.
4. Determine the training cost for the training program you are proposing. Include a detailed
breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the
project as a whole.
5. Select key training method (s) to deliver the program to employees, such as an e-Learning
module or a one-day face-to-face training program.
6. Create an agenda of activities for the training program.
7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other
Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
sides; citations and references must follow APA or school-specific format. Check with your
professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Identify when to conduct a Training Needs Analysis (TNA).
Analyze the various approaches to performing a Training Needs Analysis.
Develop strategies for training design.
Use technology and information resources to research issues in training and development.
Write clearly and concisely about training and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and
You are part of a behavior consulting team providing consultation to local service agencies in your area.
Choose one of the following scenarios and write a comprehensive plan for program design and evaluation You are being asked to apply what you have learned about how Evidence-Based Program Planning applies to organization-wide behavior interventions.
· Just Like Home nursing home wants to assess the possible need for a new behavior management program to prevent Alzheimer’s patients from wandering unsupervised and endangering themselves.
· VHab vocational training program for developmentally disabled adults wants to assess the possible need for a new program to train clients as potential volunteers for various community services.
· Stars ABA program, providing clinic-based ABA interventions for children with autism, wants to assess ...
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
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: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
DirectionsWrite a summary (at least 250 words) of We Are the WiAlyciaGold776
Directions
Write a summary (at least 250 words) of “We Are the Wildfire” by Naomi Klein. This article can be found in your They Say/I Say textbook in Chapter 19.
Your goal for this assignment is to summarize the article’s main ideas and important points clearly, concisely, and accurately
Use the templates in They Say/I Say for representing the words of others and for introducing quotations.
Here are a few points for writing a summary:
· In the first sentence, mention the title, author, and the essay’s main idea or thesis
· Be objective and use the third person, “he/she/they,” point of view
· Focus on the text and not your own ideas
· Put the summary in your own words
· If you do use a small quotation, put it in quotes and give the page number in parentheses
· Limit your summary to the key points
Plagiarism
You are expected to write primarily in your own voice using paraphrase, summary, and synthesis techniques when integrating information from class and outside sources. Use an author’s exact words only when the language is especially vivid, unique, or needed for technical accuracy. Failure to do so may result in charges of academic dishonesty.
Overusing an author’s exact words, such as including block quotations to meet word counts, may lead your readers to conclude that you lack appropriate comprehension of the subject matter or that you are neither an original thinker nor a skillful writer. It is best if you write this paper without any materials from outside sources.
How important is the business need that the HPT effort is designed to address?What gains in performance are needed to justify the expense of an improvement effort?Which of several alternative HPT approaches is best?How well is the solution working so far? Is it on track?What changes should be made to keep the HPT effort on track and to make it more effective?How much good has the initiative done?What do clients think of the work and results that have been achieved?What lessons have been learned from this current work that soudl guide future practice?
1) Set HPT goals2) Analyze Performance Issues3) Design HPT initiative4) Implement HPT initiative5) Sustain impact
Level 1 (Reaction)Level 2 (Learning)Level 3 (Behavior)Level 4 (Results)
Level 1 (Reaction)completed participant feedback questionnaire informal comments from participants focus group sessions with participants
Level 2 (Learning)pre- and post-test scores on-the-job assessments supervisor reports
Level 3 (Behavior)completed self-assessment questionnaire on-the-job observation reports from customers, peers and participant’s manager
Level 4 (Results)financial reports quality inspections interview with sales manager
Sources of data:hardcopy and online quantitative reports production and job records interviews with participants, managers, peers, customers, suppliers and regulators checklists and tests direct observation questionnaires, self-rating and multi-rating Focus Group sessions
Collecting ...
Please first send the proposals if the professor agrees, we will s.docxChereCheek752
Please first send the proposals if the professor agrees, we will start the second step ... then we should not start the next step unless the professor agreed on the previous step .. Do you understand my dear??
if you send the proposal in this days l will be glad .
Assignment 3: Design a Plan for Program Evaluation or Policy Analysis
Design a practical, doable program evaluation or policy analysis. Write your plan as if you were writing it to submit to a program manager in either a public sector or non-profit organization. Remember: you do NOT actually have to perform the evaluation. You merely have to design a plan for it. Your plan document should be approximately 15 to 20 pages in length.
Proposal for your Analysis/Evaluation Plan
As part of Module 2, you are required to submit a one or two page proposal outlining the program or policy you wish to use as the basis for your analysis/evaluation plan. It is essential that you choose a program/policy at this point and stick with it. I will quickly review your proposal to make sure your project is feasible and to offer some advice on how to proceed. A well-written proposal should be the basis for part “A” of your final paper (see below).
Guidelines for Preparing a Practical, Implementable Program Evaluation Design
The evaluation design is expected to include the following features:
1. It needs to be practical, that is, suited to the program that is being targeted for the evaluation. There are always constraints on designing and conducting actual program evaluations, and your design should be sensitive to the organizational, measurement, cost and time constraints that are part of the evaluation background.
No one research design, or measurement methodology or program structure will fit a variety of evaluation settings. You will need to adapt the tools learned in the course to fit the situation you have focused on.
2. It needs to exhibit characteristics that make it a quality evaluation design. We will discuss and you will read about different criteria for recognizing high quality evaluations.
One criterion we will discuss is defensibility. Essentially, a defensible evaluation (and an evaluation design) is one that withstands criticism. Criticism can be directed at different points in the evaluation process.
The most obvious target of criticism is the methodology of the evaluation. Issues like the appropriateness of the evaluation design(s), the nature (and existence) of comparison groups, the measures used, the statistics used (if appropriate), the interpretation of the analyses are all examples of targets for methodological criticism.
There are other targets for criticism that are less obvious. They include the accuracy of the program logic model, the appropriateness of the evaluation questions that guide the program evaluation, the readability of the report when it is written, the dissemination of the results, including the realism and appropriateness of the recommendations,.
Innovation Network's own workbook on evaluation planning. Can be used alone or in conjunction with the Evaluation Plan Builder at the Point K Learning Center.
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse.
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
.
Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
Bullet In the Brain
How to date a brown girl (black girl, white girl, or halfie)
A Good Man is Hard to Find
Emergency
Read these 4 stories and construct a half-page response
Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
.
More Related Content
Similar to Workbook for Designing a Process Evaluation
Social Work Research Planning a Program EvaluationJoan is a soc.docxsamuel699872
Social Work Research: Planning a Program Evaluation
Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.
The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.
Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.
Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.
(Plummer 66-67)
Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.
The citation provided is a guideline. Please check each citation for accuracy before use.
Content.
Running head: IMPROVEMENT OPPORTUNITY 1
IMPROVEMENT OPPORTUNITY 3
Quality Tool Analysis
The supply chain management sphere has an issue when considering a pharmacy facility organization. The problem with the pharmaceutical supply chain operations has resulted from all individuals lacking access to the most noteworthy quality medication and in addition keep up levels in medical care that occurs in the arrangement of supplying medicine, notwithstanding giving the improvement of new knowledge, aptitudes and systems that invigorate the advancement of medicine supply chain management. The quality tool used to recognize these issues is data collection sheet which gathers the essential information to have the capacity to answer any inquiries that may emerge. The quintessence of the data is that the reason for existing is apparent and that the data mirrors the fact of the matter, is anything but difficult to gather and utilize. A quantitative method was used to gather the data. The data collection sheet is being used in the dispersion of factors of the articles delivered, classification of broken things locating of the defects of the pieces, recognizing reasons for deformities and verification check or support undertakings (Awad, 2012).
To arrive at the problem, a questionnaire was utilized together with the data collection sheet. There was a clear framework on how data was to be gathered and with what sort of document will be made and how the gather data ought to be utilized. How the data will be analyzed was additionally sketched out, and the individual who ought to oversee gathering the data was distinguished. For the optimization of data accumulation, Sharp and McDermott (2009) suggest that the data collection be finished by an experienced auditor and in an arbitrary example of the exercises, of the general population and of the groups of the territories that they ought to be observed. The association recognized an experienced auditor was utilized to gather data and examine it since they have a high likelihood of giving precise data.
Stakeholder Analysis
Commonly, as an expert, one needs to think the what before the who when confronting an undertaking. Along these lines, they underscore the deliverables instead of the general population. The principal procedure of the communication knowledge zone, to be executed in the initiation of the task, is to identify the individuals with an interest.
One method for this procedure is partner examination, which a procedure of systematically collecting and investigating quantitative and qualitative data with the end goal to figure out what premiums specific must be considered all through the venture. It permits to recognize the interests, expectations, and impact of the interested individuals and relates them to the motivation behind the underta.
Bringing User-CenteredDesign Practices intoAgile Development Projectsabcd82
Bringing User-CenteredDesign Practices intoAgile Development Projects -This full day tutorial seeks to explain Agile Development\'s incremental release and iterative development strategy from the perspective of a user centered design practitioner. Practical advice is given on making Agile development more user-centric.
Assignment 2 Designing a Training ProgramDue Week 8 and worth 3.docxsherni1
Assignment 2: Designing a Training Program
Due Week 8 and worth 300 points
Create a written proposal in which you detail the complete design of an employee training program.
Write a six to eight (6-8) page paper in which you:
1. Design a two (2) day training program for a group of twenty (20) employees.
2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an
approach for this training.
3. Develop the training objective for this program based on an analysis of the business.
4. Determine the training cost for the training program you are proposing. Include a detailed
breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the
project as a whole.
5. Select key training method (s) to deliver the program to employees, such as an e-Learning
module or a one-day face-to-face training program.
6. Create an agenda of activities for the training program.
7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other
Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
sides; citations and references must follow APA or school-specific format. Check with your
professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Identify when to conduct a Training Needs Analysis (TNA).
Analyze the various approaches to performing a Training Needs Analysis.
Develop strategies for training design.
Use technology and information resources to research issues in training and development.
Write clearly and concisely about training and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and
You are part of a behavior consulting team providing consultation to local service agencies in your area.
Choose one of the following scenarios and write a comprehensive plan for program design and evaluation You are being asked to apply what you have learned about how Evidence-Based Program Planning applies to organization-wide behavior interventions.
· Just Like Home nursing home wants to assess the possible need for a new behavior management program to prevent Alzheimer’s patients from wandering unsupervised and endangering themselves.
· VHab vocational training program for developmentally disabled adults wants to assess the possible need for a new program to train clients as potential volunteers for various community services.
· Stars ABA program, providing clinic-based ABA interventions for children with autism, wants to assess ...
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
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: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
DirectionsWrite a summary (at least 250 words) of We Are the WiAlyciaGold776
Directions
Write a summary (at least 250 words) of “We Are the Wildfire” by Naomi Klein. This article can be found in your They Say/I Say textbook in Chapter 19.
Your goal for this assignment is to summarize the article’s main ideas and important points clearly, concisely, and accurately
Use the templates in They Say/I Say for representing the words of others and for introducing quotations.
Here are a few points for writing a summary:
· In the first sentence, mention the title, author, and the essay’s main idea or thesis
· Be objective and use the third person, “he/she/they,” point of view
· Focus on the text and not your own ideas
· Put the summary in your own words
· If you do use a small quotation, put it in quotes and give the page number in parentheses
· Limit your summary to the key points
Plagiarism
You are expected to write primarily in your own voice using paraphrase, summary, and synthesis techniques when integrating information from class and outside sources. Use an author’s exact words only when the language is especially vivid, unique, or needed for technical accuracy. Failure to do so may result in charges of academic dishonesty.
Overusing an author’s exact words, such as including block quotations to meet word counts, may lead your readers to conclude that you lack appropriate comprehension of the subject matter or that you are neither an original thinker nor a skillful writer. It is best if you write this paper without any materials from outside sources.
How important is the business need that the HPT effort is designed to address?What gains in performance are needed to justify the expense of an improvement effort?Which of several alternative HPT approaches is best?How well is the solution working so far? Is it on track?What changes should be made to keep the HPT effort on track and to make it more effective?How much good has the initiative done?What do clients think of the work and results that have been achieved?What lessons have been learned from this current work that soudl guide future practice?
1) Set HPT goals2) Analyze Performance Issues3) Design HPT initiative4) Implement HPT initiative5) Sustain impact
Level 1 (Reaction)Level 2 (Learning)Level 3 (Behavior)Level 4 (Results)
Level 1 (Reaction)completed participant feedback questionnaire informal comments from participants focus group sessions with participants
Level 2 (Learning)pre- and post-test scores on-the-job assessments supervisor reports
Level 3 (Behavior)completed self-assessment questionnaire on-the-job observation reports from customers, peers and participant’s manager
Level 4 (Results)financial reports quality inspections interview with sales manager
Sources of data:hardcopy and online quantitative reports production and job records interviews with participants, managers, peers, customers, suppliers and regulators checklists and tests direct observation questionnaires, self-rating and multi-rating Focus Group sessions
Collecting ...
Please first send the proposals if the professor agrees, we will s.docxChereCheek752
Please first send the proposals if the professor agrees, we will start the second step ... then we should not start the next step unless the professor agreed on the previous step .. Do you understand my dear??
if you send the proposal in this days l will be glad .
Assignment 3: Design a Plan for Program Evaluation or Policy Analysis
Design a practical, doable program evaluation or policy analysis. Write your plan as if you were writing it to submit to a program manager in either a public sector or non-profit organization. Remember: you do NOT actually have to perform the evaluation. You merely have to design a plan for it. Your plan document should be approximately 15 to 20 pages in length.
Proposal for your Analysis/Evaluation Plan
As part of Module 2, you are required to submit a one or two page proposal outlining the program or policy you wish to use as the basis for your analysis/evaluation plan. It is essential that you choose a program/policy at this point and stick with it. I will quickly review your proposal to make sure your project is feasible and to offer some advice on how to proceed. A well-written proposal should be the basis for part “A” of your final paper (see below).
Guidelines for Preparing a Practical, Implementable Program Evaluation Design
The evaluation design is expected to include the following features:
1. It needs to be practical, that is, suited to the program that is being targeted for the evaluation. There are always constraints on designing and conducting actual program evaluations, and your design should be sensitive to the organizational, measurement, cost and time constraints that are part of the evaluation background.
No one research design, or measurement methodology or program structure will fit a variety of evaluation settings. You will need to adapt the tools learned in the course to fit the situation you have focused on.
2. It needs to exhibit characteristics that make it a quality evaluation design. We will discuss and you will read about different criteria for recognizing high quality evaluations.
One criterion we will discuss is defensibility. Essentially, a defensible evaluation (and an evaluation design) is one that withstands criticism. Criticism can be directed at different points in the evaluation process.
The most obvious target of criticism is the methodology of the evaluation. Issues like the appropriateness of the evaluation design(s), the nature (and existence) of comparison groups, the measures used, the statistics used (if appropriate), the interpretation of the analyses are all examples of targets for methodological criticism.
There are other targets for criticism that are less obvious. They include the accuracy of the program logic model, the appropriateness of the evaluation questions that guide the program evaluation, the readability of the report when it is written, the dissemination of the results, including the realism and appropriateness of the recommendations,.
Innovation Network's own workbook on evaluation planning. Can be used alone or in conjunction with the Evaluation Plan Builder at the Point K Learning Center.
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse.
Similar to Workbook for Designing a Process Evaluation (20)
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
.
Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
Bullet In the Brain
How to date a brown girl (black girl, white girl, or halfie)
A Good Man is Hard to Find
Emergency
Read these 4 stories and construct a half-page response
Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
.
Budgeting and Financial ManagementPart 1There is a mounting publ.docxMikeEly930
Budgeting and Financial Management
Part 1
There is a mounting public awareness and focus on issues of financial accountability and control across the country today. The public is demanding businesses, government agencies, and public health organizations to adhere to high standards of integrity, accountability, and financial control.
Respond to the following questions in relation to financial management and budgeting:
In your opinion, should the same standards and expectations of financial accountability and control of private or for-profit corporations and businesses be placed on public health agencies? Why or why not?
What value, if any, do financial management and budgeting have for accountability and control of public health organizations?
Most marketing business professionals would agree that effective marketing messages should be clear, consistent, and compelling.
Consider the following statement:
All county health departments should use identical marketing strategies to market public health services.
Do you agree or disagree with this statement? Justify your responses with scholarly references and appropriate examples.
Part 2
Operations plans and organizational budgets are vital for organizations to meet their goals and objectives. Operations plans and budgets are closely intertwined and interdependent. Cross-departmental communication is required to plan, develop, and monitor the operations plans and organizational budget documents.
Respond to the following discussion points in relation to organizational budgets:
Why are operations plans and organizational budgets so closely linked?
Recommend strategies for cross communication at the planning, development, or monitoring phases of operations planning and budgeting
.
Building aswimmingpoolTaskWorkerCategoryPerson.docxMikeEly930
Building
a
swimming
pool
T
a
s
k
Worker
Category
Person
D
a
y
s
#
of
Workers
Elapsed
Time
(days)
Materials
($)
Excavate
Machine
Operator
6
2
0
1,500.00
Frame
the
walls
Masons
8
4
0
800.00
Install
Internal
Plumbing
Plumber
4
2
0
700.00
Install
Electricity
Electrician
2
2
0
500.00
Pour
concrete
Masons
4
2
4
2,000.00
Install
pump
and
filter
Plumber
1
1
0
3,000.00
Total
8,500.00
Category
Wage
Rate
$/Day
Electrician
200.00
Mason
160.00
Machine
Operator
120.00
P
lumb
er
200.00
Create
a
Gantt
chart
from
the
work
breakdown
structure.
Create
a
PERT/CPM
network
showing
the
interdependencies
of
the
different
activ
ities.
How
long
will
the project
take?
(Note:Don’t
forget
to
take
“elapsed
time”
into
account.)
Using
the
information
in
your
Gantt
chart,
as
well
as the
information
on
wage
rates and
cost
of
materials,
put
together
a
budget
showing
planned
total
expenditures
for
the
project.
Following
are cost
and
schedule
data
for aproject
that
is
underway.
Project
Cost
Data
Month
Planned
Actual
1
30
12
2
35
23
3
42
55
4
46
55
5
40
53
6
52
60
7
45
75
8
48
80
9
50
10
40
11
30
12
15
Project
Schedule
Data
Task
Planned
Starting
Month
Planned
Duration
(months)
A
c
t
u
al
starting
month
Actual
Duration
(mths)
A
1
2
2
3
B
2
3
3
5
C
4
3
6
3
so
far
D
6
5
7
2
so
far
E
8
4
Not
yet
begun
F
10
3
Not
yet
begun
Using
the cost
data
in
the
cost
table
above,
create
a
cumulative
cost
curve
comparing
actual
versus
planned
costs
Using
the
schedule
data
in
the
schedule
table
above,
create
a
Gantt
chart
comparing
actual
versus
planned
schedule
performance
Summarize
in
words
what
you
see
project
status
tobeatthis
time.
Whatdo
you
predict
regarding
thefinal costandfinal
schedule
for
the
project?
.
Bringing about Change in the Public Sector Please respond to the.docxMikeEly930
"Bringing about Change in the Public Sector"
Please respond to the following:
From the weekly readings and first e-Activity, take a position on whether personal mastery of the four (4) elements of emotional intelligence is possible, and ascertain the importance of such personal mastery to a public leader. Provide a rationale for your position.
From the weekly readings and second e-Activity, propose a plan that includes one (1) leadership theory, two (2) leadership styles, and two (2) leadership characteristics that you would use in order to motivate, communicate, and overcome opposition from staff and other stakeholders. Provide a rationale for your response.
.
Briefly share with the class the issue analysis paper written in .docxMikeEly930
Briefly share with the class the issue analysis paper written in week 4 attached. Share one recommendation that you made for solving the problem.
Start a New Conversation
Display Message Content
Forums
/
Week 8 Forum 7
/ Discussion Wrap-up
< Previous Topic
|
Next Topic >
Briefly share with the class the issue you wrote about in your Week 4 Issue Analysis and Application Paper. Also share
at least one recommendation you made for solving the problem you identified.
Describe three things you learned from the course that you will want to remember 5 years from now. These can be ideas, concepts, techniques, etc. that you think are memorable and will be useful in the future. This portion of the forum calls for you to reflect on what in the course was meaningful to you, and to articulate this beyond a list or summary of textbook chapter ideas.
Adult aging psychology is the course
Childhood conduct problems and adult criminality
Part I, Issue Analysis
This paper will focus on childhood conduct problems and adult criminality. In the paper
deficit disorders with or without hyperactivity (ADHD)
will be analyzed and how it causes criminal activity in adulthood.
According to past research, adult males are more affected by the ADHD compared to adult women. This paper will help us understand why this is the case. It is not in all cases that a child diagnosed with ADHD will be a criminal, but the occurrence rate of ADHD patients being criminals is considerably high. About 50% of children with the disorder ends up committing serious activities of crime and widens records of arrest.
Attention Deficit Disorders With or Without Hyperactivity (ADHD)
When a person has low
brain dysfunctions
or unusual cerebral structures he/she may experience explosive rage periods that may cause violent episodes, hence violent crimes. It is these brain dysfunctions that are diagnosed as ADHD that causes antisocial behavior. It is very common to find ADHD levels among criminal justice system offenders. About 25% of inmates in prison are diagnosed with ADHD with about 70% percent of prisoners exhibiting a considerable level of ADHD symptoms. Further, there is an association of ADHD with other conditions that increases levels of offending, including deficits in neuropsychological, low cognitive and academic skills, psychological problems, defiance and aggression and also truancy.
ADHD Characteristic Traits
A child with ADHD will have concentration problems, hyperactivity and will be impulsive. The child will not be able to sit still, control his/her behavior,
will have problems with
concentration. ADHD is classified into three
cat
e
gories
: Type one is called predominantly inattentive type. Children with this disorder
show difficulty
with focusing on school work, being organized, keeping track and paying attention. The second type is called the hyperactive-inattentive. Children with this type of disorder tend to twitch and squirm,
d
o not manage to.
Bronsen acquired a biblical manuscript in 1955.In 1962, he told .docxMikeEly930
Bronsen acquired a biblical manuscript in 1955.
In 1962, he told his sister Lila that he wanted Oklahoma A&M University to have this manuscript.
He dictated a note so stating and placed it with the manuscript.
He made some effort to have an officer of the college come for the manuscript.
In 1966, he delivered the manuscript to his sister, stating that he was afraid someone would steal it.
Later in the year, he told a third person that he was going to give the manuscript to the university.
In 1967, Bronsen was declared incompetent.
In 1969, his sister delivered the manuscript to the university.
In April 1970, Bronsen died, and his heirs sued the officers of the university to have title to the manuscript determined.
Decide if title passed from Bronsen to the university.
Discuss completely the relevant rules of law.
(Due: Thursday, 11 PM)
.
BrochureInclude the following in your resource (Hyperten.docxMikeEly930
Brochure:
Include
the following in your resource:
(Hypertension)
Identify the disease or subject of focus.
Identify the population.
Focus your information on the specific cultural beliefs of the population that you have chosen and how treatment and management of the disease might be affected by these aspects.
Explain how this disease and the management of it affect resources in society
.
BSBMKG607B Manage market research
Assessment Task 1
Procedure From the case study provided you are required to complete the following steps:
1. Develop guidelines reflecting organisational policy and procedures to be used for conducting research. These guidelines for research must provide information and guidance under the following headings:
OHS
Data privacy
Staff involvement
KPIs
Quality of data.
2. Meet with and commission a staff member (your assessor) to develop detailed work plans for how research will be undertaken, using the guidelines you have established. Make sure you agree on the format of the materials (print/electronic/oral, etc.) and a date for the provision of these materials.
When the staff member returns the plans to you, you will need to review the plans to identify the following and providing a written Work Plan Summary (document) – the steps below should be the main sections of your summary:
1. Resources: Identify all required resources to support the implementation of the plans by: a. creating a list of all required resources b. completing the Resource requisition/acquisition form provided for each resource.
2. Consultants: Identify preferred consultants by: a. describing requirements for external consultants within the project plan b. detailing selection criteria for selection of external consultants c. identifying which consultant/s from the preapproved list is/are suitable.
3. Providers and suppliers: Identify preferred providers and suppliers by:
describing requirements for goods and services within the project plan
detailing selection criteria for selection of providers and suppliers
identifying which providers and suppliers from the preapproved list is/are suitable.
Task Specifications You must provide:
A written Organisational Guidelines for Conducting Research (Step 1)
A brief written summary of your meeting with the staff member you commissioned for research (Step 2)
A written Work Plan Summary (Steps 3-5) with completed acquisition forms.
Your assessor will be looking for: • Evidence that you have examined the case study and reviewed organisational requirements to develop market research plans. Distance-based learners: • Complete assessment as per instructions, except the meeting with your staff member (the assessor) will be via phone or Skype or other live telephone or video medium.
.
Briefly provide an overview of Sir Robert Peel’s contributions to po.docxMikeEly930
Briefly provide an overview of Sir Robert Peel’s contributions to policing.
Note: The essay response given should reflect upper-level undergraduate writing in accordance with current APA standards. The essay response is to include in-text citation(s) in proper APA format. In-text citations are to correspond to a source in proper APA format listed after the essay response.
.
Brain-Based Innovative Teaching and Learning Strategies Chapter .docxMikeEly930
Brain-Based Innovative Teaching and Learning Strategies
Chapter Six of the textbook (Willis & Mitchell, 2014) discussed strategies to increase active participation and responsive students in the classroom. One barrier to active participation and responsive engagement is “mistake fear.” After reading the textbook, describe a time when you experienced mistake fear. As you describe your experience, think of the description as a picture you need to paint with vivid details to help us understand your experience. After describing the experience in detail, use the strategies suggested in the textbook to discuss how you can help students (through instructional design or facilitation/teaching) who may also experience this phenomenon (mistake fear).
.
Brief Exercise 4-2Brisky Corporation had net sales of $2,400,000 a.docxMikeEly930
Brief Exercise 4-2
Brisky Corporation had net sales of $2,400,000 and interest revenue of $31,000 during 2014. Expenses for 2014 were cost of goods sold $1,450,000; administrative expenses $212,000; selling expenses $280,000; and interest expense $45,000. Brisky’s tax rate is 30%. The corporation had 100,000 shares of common stock authorized and 70,000 shares issued and outstanding during 2014. Prepare a single-step income statement for the year ended December 31, 2014.
(Round earnings per share to 2 decimal places, e.g. 1.48.)
BRISKY CORPORATION
Income Statement
For the Year Ended December 31, 2014
$
$
$
$
$
$
$
$
:
:
$
[removed]
Brief Exercise 18-2
Adani Inc. sells goods to Geo Company for $11,000 on January 2, 2014, with payment due in 12 months. The fair value of the goods at the date of sale is $10,000.
Prepare the journal entry to record this transaction on January 2, 2014.
(Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 2, 2014
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
How much total revenue should be recognized on this sale in 2014?
Total revenue
$
[removed]
Brief Exercise 18-5
Jansen Corporation shipped $20,000 of merchandise on consignment to Gooch Company. Jansen paid freight costs of $2,000. Gooch Company paid $500 for local advertising, which is reimbursable from Jansen. By year-end, 60% of the merchandise had been sold for $21,500. Gooch notified Jansen, retained a 10% commission, and remitted the cash due to Jansen.
Prepare Jansen’s entry when the cash is received.
(Round answers to 0 decimal places, e.g. 1,525. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Account Titles and Explanation
Debit
Credit
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(
To record the cash remitted to Jansen.
)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the cost of inventory sold on consignment.)
Brief Exercise 18-6
Telephone Sellers Inc. sells prepaid telephone cards to customers. Telephone Sellers then pays the telecommunications company, TeleExpress, for the actual use of its telephone lines. Assume that Telephone Sellers sells $4,000 of prepaid cards in January 2014. It then pays TeleExpress based on usage, which turns out to be 50% in February, 30% in March, and 20% in April. The total payment by Telephone Sellers for TeleExpress lines over the 3 months is $3,000.
Indicate how much income Telephone Sellers should recognize in January, February, March, and April.
January income
$
[removed]
February income
$
[removed]
March income
$
[removed]
April income
$
[removed]
6 years ago
13.05.2016
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.
Brief Exercise 5-2
Koch Corporation’s adjusted trial balance contained the following asset accounts at December 31, 2014: Cash $7,000; Land $40,000; Patents $12,500; Accounts Receivable $90,000; Prepaid Insurance $5,200; Inventory $30,000; Allowance for Doubtful Accounts $4,000; Equity Investments (trading) $11,000.
Prepare the current assets section of the balance sheet.
(List Current Assets in order of liquidity.)
Koch Corporation
Balance Sheet (Partial)
December 31, 2014
:
$
$
(b)
Treasury Stock.
(c)
Common Stock.
(d)
Dividends Payable.
(e)
Accumulated Depreciation-Equipment.
(f)(1)
Construction in Process (Constructed for another party).
(f)(2)
Construction in Process (Constructed for the use of
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).
(g)
Petty Cash.
(h)
Interest Payable.
(i)
Deficit.
(j)
Equity Investments (trading).
(k)
Income Taxes Payable.
(l)
Unearned Subscription Revenue.
(m)
Work in Process.
(n)
Salaries and Wages Payable.
Exercise 5-4
Assume that Denis Savard Inc. has the following accounts at the end of the current year.
1.
Common Stock
14.
Accumulated Depreciation-Buildings.
2.
Discount on Bonds Payable.
15.
Cash Restricted for Plant Expansion.
3.
Treasury Stock (at cost).
16.
Land Held for Future Plant Site.
4.
Notes Payable (short-term).
17.
Allowance for Doubtful Accounts.
5.
Raw Materials
18.
Retained Earnings.
6.
Preferred Stock (Equity) Investments (long-term).
19.
Paid-in Capital in Excess of Par-Common Stock.
7.
Unearned Rent Revenue.
20.
Unearned Subscriptions Revenue.
8.
Work in Process.
21.
Receivables-Officers (due in one year).
9.
Copyrights.
22.
Inventory (finished goods).
10.
Buildings.
23.
Accounts Receivable.
11.
Notes Receivable (short-term).
24.
Bonds Payable (due in 4 years).
12.
Cash.
25.
Noncontrolling Interest.
13.
Salaries and Wages Payable.
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Restricted Cash, enter the account name only and do not provide the descriptive information provided in the question.)
Denis Savard Inc.
Balance Sheet
December 31, 20―
Assets
:
:
$XXX
XXX
:
$XXX
Liabilities and Stockholders' Equity
$XXX
:
XXX
XXX
XXX
:
XXX
Exercise 5-7
Presented below are selected accounts of Yasunari Kawabata Company at December 31, 2014.
Inventory (finished goods)
$ 52,000
Cost of Goods Sold
$2,100,000
Unearned Service Revenue
90,000
Notes Receivable
40,000
Equipment
253,000
Accounts Receivable
161,000
Inventory (work in process)
34,000
Inventory (raw materials)
207,000
Cash
37,000
Supplies Expense
60,000
Equity Investments (short-term)
31,000
Allowance for Doubtful Accounts
12,000.
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1. Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
2. Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed.
Thus,
process evaluation asks "what," and outcome evaluation asks,
"so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own
process
evaluation for a program of your choosing. There are many
steps involved
in the implementation of a process evaluation, and this
workbook will
3. attempt to direct you through some of the main stages. It will be
helpful to
think of a delivery service program that you can use as your
example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability
in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the
intervention
and the outcomes
5. To provide information on what components of the
intervention
are responsible for outcomes
6. To understand the relationship between program context
(i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of
implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public,
clients,
4. and funders
10. To improve the quality of the program, as the act of
evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
5. a. Logic Model Template 30
b. Pitfalls to avoid 30
c. References 31
Evaluation can be an exciting,
challenging, and fun experience
Enjoy!
* Previously covered in Evaluation Planning Workshops.
** Will not be covered in this expert session. Please refer to
the Evaluation Framework
and Evaluation Module of FHB Best Practice Manual for more
details.
Evaluation Expert Session
July 16, 2002 Page 3
Forming collaborative relationships
A strong, collaborative relationship with program delivery staff
and management will
6. likely result in the following:
Feedback regarding evaluation design and implementation
Ease in conducting the evaluation due to increased cooperation
Participation in interviews, panel discussion, meetings, etc.
Increased utilization of findings
Seek to establish a mutually respectful relationship
characterized by trust, commitment,
and flexibility.
Key points in establishing a collaborative
relationship:
Start early. Introduce yourself and the evaluation team to as
many delivery staff and
management personnel as early as possible.
Emphasize that THEY are the experts, and you will be utilizing
their knowledge and
information to inform your evaluation development and
implementation.
Be respectful of their time both in-person and on the
telephone. Set up meeting places
that are geographically accessible to all parties involved in the
evaluation process.
7. Remain aware that, even if they have requested the evaluation,
it may often appear as
an intrusion upon their daily activities. Attempt to be as
unobtrusive as possible and
request their feedback regarding appropriate times for on-site
data collection.
Involve key policy makers, managers, and staff in a series of
meetings throughout the
evaluation process. The evaluation should be driven by the
questions that are of
greatest interest to the stakeholders. Set agendas for meetings
and provide an
overview of the goals of the meeting before beginning. Obtain
their feedback and
provide them with updates regarding the evaluation process.
You may wish to
obtained structured feedback. Sample feedback forms are
throughout the workbook.
Provide feedback regarding evaluation findings to the key
policy makers, managers,
and staff when and as appropriate. Use visual aids and
handouts. Tabulate and
summarize information. Make it as interesting as possible.
Consider establishing a resource or expert "panel" or advisory
board that is an official
group of people willing to be contacted when you need feedback
8. or have questions.
Evaluation Expert Session
July 16, 2002 Page 4
Determining Program Components
Program components are identified by answering the questions
who, what, when, where,
and how as they pertain to your program.
Who: the program clients/recipients and staff
What: activities, behaviors, materials
When: frequency and length of the contact or intervention
Where: the community context and physical setting
How: strategies for operating the program or intervention
BRIEF EXAMPLE:
Who: elementary school students
What: fire safety intervention
When: 2 times per year
Where: in students’ classroom
How: group administered intervention, small group practice
9. 1. Instruct students what to do in case of fire (stop, drop and
roll).
2. Educate students on calling 911 and have them practice on
play telephones.
3. Educate students on how to pull a fire alarm, how to test a
home fire alarm and how to
change batteries in a home fire alarm. Have students practice
each of these activities.
4. Provide students with written information and have them take
it home to share with their
parents. Request parental signature to indicate compliance and
target a 75% return rate.
Points to keep in mind when determining program
components
Specify activities as behaviors that can be observed
If you have a logic model, use the "activities" column as a
starting point
Ensure that each component is separate and distinguishable
from others
Include all activities and materials intended for use in the
intervention
Identify the aspects of the intervention that may need to be
adapted, and those that should
10. always be delivered as designed.
Consult with program staff, mission statements, and program
materials as needed.
Evaluation Expert Session
July 16, 2002 Page 5
Your Program Components
After you have identified your program components, create a
logic model that graphically
portrays the link between program components and outcomes
expected from these
components.
Now, write out a succinct list of the components of your
program.
WHO:
12. What is a Logic Model
A logical series of statements that link the problems your
program is attempting to
address (conditions), how it will address them (activities), and
what are the expected
results (immediate and intermediate outcomes, long-term goals).
Benefits of the logic model include:
helps develop clarity about a project or program,
helps to develop consensus among people,
helps to identify gaps or redundancies in a plan,
helps to identify core hypothesis,
helps to succinctly communicate what your project or program
is about.
When do you use a logic model
Use...
- During any work to clarify what is being done, why, and with
what intended results
- During project or program planning to make sure that the
project or program is logical and
complete
- During evaluation planning to focus the evaluation
- During project or program implementation as a template for
comparing to the actual program
and as a filter to determine whether proposed changes fit or
not.
13. This information was extracted from the Logic Models: A
Multi-Purpose Tool materials developed by Wellsys
Corporation for the Evaluation Planning Workshop Training.
Please see the Evaluation Planning Workshop
materials for more information. Appendix A has a sample
template of the tabular format.
Evaluation Expert Session
July 16, 2002 Page 7
14. Determining Evaluation Questions
As you design your process evaluation, consider what questions
you would like to answer. It is only after
your questions are specified that you can begin to develop your
methodology. Considering the importance
and purpose of each question is critical.
BROADLY....
What questions do you hope to answer? You may wish to turn
the program components that you have just identified
into questions assessing:
Was the component completed as indicated?
What were the strengths in implementation?
What were the barriers or challenges in implementation?
What were the apparent strengths and weaknesses of each step
of the intervention?
Did the recipient understand the intervention?
Were resources available to sustain project activities?
What were staff perceptions?
What were community perceptions?
What was the nature of the interaction between staff and
clients?
These are examples. Check off what is applicable to you, and
use the space below to write additional broad,
overarching questions that you wish to answer.
15. Evaluation Expert Session
July 16, 2002 Page 8
SPECIFICALLY ...
Now, make a list of all the specific questions you wish to
answer, and organize your questions categorically. Your
list of questions will likely be much longer than your list of
program components. This step of developing your
evaluation will inform your methodologies and instrument
choice.
Remember that you must collect information on what the
program is intended to be and what it is in reality, so you
may need to ask some questions in 2 formats.
For example:
How many people are intended to complete this intervention
per week?"
How many actually go through the intervention during an
average week?"
Consider what specific questions you have. The questions below
are only examples! Some may not be appropriate
for your evaluation, and you will most likely need to add
additional questions. Check off the questions that are
applicable to you, and add your own questions in the space
provided.
16. WHO (regarding client):
Who is the target audience, client, or recipient?
How many people have participated?
How many people have dropped out?
How many people have declined participation?
What are the demographic characteristics of clients?
Race
Ethnicity
National Origin
Age
Gender
Sexual Orientation
Religion
Marital Status
Employment
Income Sources
Education
Socio-Economic Status
What factors do the clients have in common?
What risk factors do clients have?
Who is eligible for participation?
How are people referred to the program? How are the
screened?
How satisfied are the clients?
YOUR QUESTIONS:
17. Evaluation Expert Session
July 16, 2002 Page 9
WHO (Regarding staff):
Who delivers the services?
How are they hired?
How supportive are staff and management of each other?
What qualifications do staff have?
How are staff trained?
How congruent are staff and recipients with one another?
What are staff demographics? (see client demographic list for
specifics.)
YOUR QUESTIONS:
WHAT:
What happens during the intervention?
What is being delivered?
What are the methods of delivery for each service (e.g., one-
on-one, group session, didactic instruction,
etc.)
What are the standard operating procedures?
18. What technologies are in use?
What types of communication techniques are implemented?
What type of organization delivers the program?
How many years has the organization existed? How many
years has the program been operating?
What type of reputation does the agency have in the
community? What about the program?
What are the methods of service delivery?
How is the intervention structured?
How is confidentiality maintained?
YOUR QUESTIONS:
WHEN:
When is the intervention conducted?
How frequently is the intervention conducted?
At what intervals?
At what time of day, week, month, year?
What is the length and/or duration of each service?
19. Evaluation Expert Session
July 16, 2002 Page 10
YOUR QUESTIONS:
WHERE:
Where does the intervention occur?
What type of facility is used?
What is the age and condition of the facility?
In what part of town is the facility? Is it accessibl e to the
target audience? Does public transportation access
the facility? Is parking available?
Is child care provided on site?
YOUR QUESTIONS:
20. WHY:
Why are these activities or strategies implemented and why
not others?
Why has the intervention varied in ability to maintain interest?
Why are clients not participating?
Why is the intervention conducted at a certain time or at a
certain frequency?
YOUR QUESTIONS:
Evaluation Expert Session
July 16, 2002 Page 11
Validating Your Evaluation Questions
Even though all of your questions may be interesting, it is
important to narrow your list to questions that
will be particularly helpful to the evaluation and that can be
answered given your specific resources, staff,
and time.
Go through each of your questions and consider it with respect
to the questions below, which may be helpful in
streamlining your final list of questions.
21. Revise your worksheet/list of questions until you can answer
"yes" to all of these questions. If you cannot answer
"yes" to your question, consider omitting the question from your
evaluation.
Validation
Yes
No
Will I use the data that will stem from these questions?
Do I know why each question is important and /or valuable?
Is someone interested in each of these questions?
Have I ensured that no questions are omitted that may be
22. important to
someone else?
Is the wording of each question sufficiently clear and
unambiguous?
Do I have a hypothesis about what the “correct” answer will be
for each
question?
Is each question specific without inappropriately limiting the
scope of the
evaluation or probing for a specific response?
Do they constitute a sufficient set of questions to achieve the
purpose(s) of
the evaluation?
Is it feasible to answer the question, given what I know about
the
resources for evaluation?
23. Is each question worth the expense of answering it?
Derived from "A Design Manual" Checklist, page 51.
Evaluation Expert Session
July 16, 2002 Page 12
Determining Methodology
Process evaluation is characterized by collection of data
primarily through two formats:
1) Quantitative, archival, recorded data that may be managed
by an computerized
tracking or management system, and
2) Qualitative data that may be obtained through a variety of
formats, such as
24. surveys or focus groups.
When considering what methods to use, it is critical to have a
thorough
understanding and knowledge of the questions you want
answered. Your
questions will inform your choice of methods. After this section
on types of
methodologies, you will complete an exercise in which you
consider what method
of data collection is most appropriate for each question.
Do you have a thorough understanding of your
questions?
Furthermore, it is essential to consider what data the
organization you are
evaluating already has. Data may exist in the form of an
existing computerized
management information system, records, or a tracking system
of some other
sort. Using this data may provide the best reflection of what is
"going on," and it
will also save you time, money, and energy because you will not
have to devise
your own data collection method! However, keep in mind that
you may have to
adapt this data to meet your own needs - you may need to add or
replace fields,
records, or variables.
What data does your organization already have?
25. Will you need to adapt it?
If the organization does not already have existing data, consider
devising a
method for the organizational staff to collect their own data.
This process will
ultimately be helpful for them so that they can continue to self-
evaluate, track
their activities, and assess progress and change. It will be
helpful for the
evaluation process because, again, it will save you time, money,
and energy that
you can better devote towards other aspects of the evaluation.
Management
information systems will be described more fully in a later
section of this
workbook.
Do you have the capacity and resources to devise
such a system? (You may need to refer to a later
section of this workbook before answering.)
Evaluation Expert Session
July 16, 2002 Page 13
Who should collect the data?
26. Given all of this, what thoughts do you have on who should
collect data for your
evaluation? Program staff, evaluation staff, or some
combination?
Program Staff: May collect data from activities such as
attendance, demographics,
participation, characteristics of participants, dispositions, etc;
may
conduct intake interviews, note changes regarding service
delivery,
and monitor program implementation.
Advantages: Cost-efficient, accessible, resourceful, available,
time-efficient,
and increased understanding of the program.
Disadvantages: May exhibit bias and/or social desirability, may
use data for critical
judgment, may compromise the validity of the program; may put
staff in uncomfortable or inappropriate position; also, if staff
collect
data, may have an increased burden and responsibility placed
upon
them outside of their usual or typical job responsibilities. If you
utilize staff for data collection, provide frequent reminders as
well
as messages of gratitude.
27. Evaluation staff: May collect qualitative information regarding
implementation,
general characteristics of program participants, and other
information that may otherwise be subject to bias or distortion.
Advantages: Data collected in manner consistent with overall
goals and timeline
of evaluation; prevents bias and inappropriate use of
information;
promotes overall fidelity and validity of data.
Disadvantages: May be costly and take extensive time; may
require additional
training on part of evaluator; presence of evaluator in
organization
may be intrusive, inconvenient, or burdensome.
Evaluation Expert Session
July 16, 2002 Page 14
When should data be collected?
28. Conducting the evaluation according to your timeline can be
challenging. Consider how
much time you have for data collection, and make decisions
regarding what to collect
and how much based on your timeline.
In many cases, outcome evaluation is not considered appropriate
until the program has
stabilized. However, when conducting a process evaluation, it
can be important to start
the evaluation at the beginning so that a story may be told
regarding how the program
was developed, information may be provided on refinements,
and program growth and
progress may be noted.
If you have the luxury of collecting data from the start of the
intervention to the end of
the intervention, space out data collection as appropriate. If you
are evaluating an
ongoing intervention that is fairly quick (e.g., an 8-week
educational group), you may
choose to evaluate one or more "cycles."
How much time do you have to conduct your evaluation?
How much time do you have for data collection (as opposed to
designing the evaluation,
training, organizing and analyzing results, and writing the
report?)
Is the program you are evaluating time specific?
How long does the program or intervention last?
29. At what stages do you think you will most likely collect data?
Soon after a program has begun
Descriptive information on program characteristics that will not
change; information
requiring baseline information
During the intervention
Ongoing process information such as recruitment, program
implementation
After the intervention
Demographics, attendance ratings, satisfaction ratings
Evaluation Expert Session
July 16, 2002 Page 15
Before you consider methods
A list of various methods follows this section. Before choosing
what methods are
most appropriate for your evaluation, review the following
questions. (Some may
already be answered in another section of this workbook.)
30. What questions do I want answered? (see previous section)
Does the organization already have existing data, and if so,
what kind?
Does the organization have staff to collect data?
What data can the organization staff collect?
Must I maintain anonymity (participant is not identified at all)
or confidentiality
(participant is identified but responses remain private)? This
consideration
pertains to existing archival data as well as original data
collection.
How much time do I have to conduct the evaluation?
How much money do I have in my budget?
How many evaluation staff do I have to manage the data
collection activities?
Can I (and/or members of my evaluation staff) travel on site?
What time of day is best for collecting data? For example, if
31. you plan to conduct
focus groups or interviews, remember that your population may
work during the
day and need evening times.
Evaluation Expert Session
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Types of methods
A number of different methods exist that can be used to collect
process
information. Consider each of the following, and check those
that you think would
be helpful in addressing the specific questions in your
evaluation. When "see
sample" is indicated, refer to the pages that follow this table.
√ Method Description
Activity,
participation, or
client tracking log
Brief record completed on site at frequent intervals by
32. participant or deliverer.
May use form developed by evaluator if none previously exists.
Examples: sign
in log, daily records of food consumption, medication
management.
Case Studies
Collection of in-depth information regarding small number of
intervention
recipients; use multiple methods of data collection.
Ethnographic
analysis
Obtain in-depth information regarding the experience of the
recipient by
partaking in the intervention, attending meetings, and talking
with delivery staff
and recipients.
Expert judgment
Convene a panel of experts or conduct individual interviews to
obtain their
understanding of and reaction to program delivery.
Focus groups
Small group discussion among program delivery staff or
recipients. Focus on
their thoughts and opinions regarding their experiences with the
intervention.
Meeting minutes
(see sample)
33. Qualitative information regarding agendas, tasks assigned, and
coordination and
implementation of the intervention as recorded on a consistent
basis.
Observation
(see sample)
Observe actual delivery in vivo or on video, record findings
using check sheet
or make qualitative observations.
Open-ended
interviews –
telephone or in
person
Evaluator asks open questions (i.e., who, what, when, where,
why, how) to
delivery staff or recipients. Use interview protocol without
preset response
options.
Questionnaire
Written survey with structured questions. May administer in
individual, group,
or mail format. May be anonymous or confidential.
Record review
Obtain indicators from intervention records such patient files,
time sheets,
telephone logs, registration forms, student charts, sales records,
or records
34. specific to the service delivery.
Structured
interviews –
telephone or in
person
Interviewer asks direct questions using interview protocol with
preset response
options.
Evaluation Expert Session
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Page 17
Sample activity log
This is a common process evaluation method ology because it
systematically records exactly what is happening during
implementation. You may wish to devise a log such as the one
below and alter it to meet your specific needs. Consider
computerizing such a log for efficiency. Your program may
already have existing logs that you can utilize and adapt for
your
evaluation purposes.
37. Evaluation Expert Session
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Page 18
Meeting Minutes
Taking notes at meetings may provide extensive and invaluable
process information that
can later be organized and structured into a comprehensive
report. Minutes may be taken
by program staff or by the evaluator if necessary. You may find
it helpful to use a
structured form, such as the one below that is derived from
Evaluating Collaboratives,
University of Wisconsin-Cooperative Extension, 1998.
38. Meeting Place: __________________ Start time: ____________
Date: _____________________________ End time:
____________
Attendance (names):
Agenda topic:
_________________________________________________
Discussion:
_____________________________________________________
Decision Related Tasks Who responsible Deadline
1.
2.
3.
Agenda topic:
_________________________________________________
Discussion:
_____________________________________________________
Decision Related Tasks Who responsible Deadline
39. 1.
2.
3.
Sample observation log
Evaluation Expert Session
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Page 19
Observation may occur in various methods, but one of the most
common is
hand-recording specific details during a small time period. The
following is several rows
from an observation log utilized during an evaluation examining
school classrooms.
CLASSROOM OBSERVATIONS (School Environment Scale)
Classroom 1: Grade level _________________ (Goal: 30
minutes of observation)
Time began observation: _________Time ended
observation:_________
Subjects were taught during observation period:
40. ___________________
PHYSICAL ENVIRONMENT
Question
Answer
1. Number of students
2. Number of adults in room:
a. Teachers
b. Para-pros
c. Parents
Total:
a.
b.
c.
3. Desks/Tables
a. Number of Desks
b. Number of Tables for students’ use
c. Any other furniture/include number
(Arrangement of desks/tables/other furniture)
a.
b.
c.
41. 4. Number of computers, type
5. How are computers being used?
6. What is the general classroom setup? (are there walls,
windows, mirrors,
carpet, rugs, cabinets, curtains, etc.)
7. Other technology (overhead projector, power point, VCR,
etc.)
8. Are books and other materials accessible for students?
9. Is there adequate space for whole-class instruction?
12. What type of lighting is used?
42. 13. Are there animals or fish in the room?
14. Is there background music playing?
15. Rate the classroom condition
Poor Average Excellent
16. Are rules/discipline procedures posted? If so, where?
17. Is the classroom Noisy or Quiet?
Very Quiet Very Noisy
Choosing or designing measurement instruments
Consider using a resource panel, advisory panel, or focus group
to offer feedback
43. Evaluation Expert Session
July 16, 2002
Page 20
regarding your instrument. This group may be composed of any
of the people listed
below. You may also wish to consult with one or more of these
individuals throughout
the development of your overall methodology.
Who should be involved in the design of your instrument(s)
and/or provide feedback?
Program service delivery staff / volunteers
Project director
Recipients of the program
Board of directors
Community leader
Collaborating organizations
Experts on the program or service being evaluated
Evaluation experts
_________________________
_________________________
_________________________
Conduct a pilot study and administer the instrument to a group
of recipients, and then
obtain feedback regarding their experience. This is a critical
44. component of the
development of your instruments, as it will help ensure clarity
of questions, and reduce
the degree of discomfort or burden that questions or processes
(e.g., intakes or
computerized data entry) elicit.
How can you ensure that you pilot your methods? When will
you do it, and whom will you use
as participants in the study?
Ensure that written materials are at an appropriate reading
level for the population.
Ensure that verbal information is at an appropriate terminology
level for the population.
A third or sixth-grade reading level is often utilized.
Remember that you are probably collecting data that is
program-specific. This may
increase the difficulty in finding instruments previously
constructed to use for
questionnaires, etc. However, instruments used for conducti ng
process evaluations of
other programs may provide you with ideas for how to structure
your own instruments.
45. Evaluation Expert Session
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Page 21
Linking program components and methods (an example)
Now that you have identified your program components, broad
questions, specific
questions, and possible measures, it is time to link them
together. Let's start with your
program components. Here is an example of 3 program
components of an intervention.
Program Components and Essential Elements:
There are six program components to M2M. There
are essential elements in each component that must
be present for the program to achieve its intended
results and outcomes, and for the program to be
identified as a program of the American Cancer
Society.
Possible Process Measures
1) Man to Man Self-Help and/or Support Groups
The essential elements within this component are:
• Offer information and support to all men
with prostate cancer at all points along the
46. cancer care continuum
• Directly, or through collaboration and
referral, offer community access to
prostate cancer self-help and/or support
groups
• Provide recruitment and on-going training
and monitoring for M2M leaders and
volunteers
• Monitor, track and report program
activities
• Descriptions of attempts to schedule and advertise
group meetings
• Documented efforts to establish the program
• Documented local needs assessments
• # of meetings held per independent group
• Documented meetings held
• # of people who attended different topics and speakers
• Perceptions of need of survey participants for
additional groups and current satisfaction levels
• # of new and # of continuing group members
• Documented sign-up sheets for group meetings
• Documented attempts to contact program dropouts
• # of referrals to other PC groups documented
• # of times corresponding with other PC groups
• # of training sessions for new leaders
• # of continuing education sessions for experienced
leaders
47. • # and types of other on-going support activities for
volunteer leaders
• # of volunteers trained as group facilitators
• Perceptions of trained volunteers for readiness to
function as group facilitators
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2) One-to-One Contacts
The essential elements within this component are:
• Offer one-to-one contact to provide
information and support to all men with
prostate cancer, including those in the
diagnostic process
• Provide recruitment and on-going training
and monitoring for M2M leaders and
volunteers
48. • Monitor, track and report program
activities
• # of contact pairings
• Frequency and duration of contact pairings
• Types of information shared during contact pairings
• # of volunteers trained
• Perception of readiness by trained volunteers
• Documented attempts for recruiting volunteers
• Documented on-going training activities for volunteers
• Documented support activities
3) Community Education and Awareness
The essential elements within this component are:
• Conduct public awareness activities to
inform the public about prostate cancer
and M2M
• Monitor, track and report program
activities
49. • # of screenings provided by various health care
providers/agencies over assessment period
• Documented ACS staff and volunteer efforts to
publicize the availability and importance of PC and
screenings, including health fairs, public service
announcements, billboard advertising, etc.
• # of addresses to which newsletters are mailed
• Documented efforts to increase newsletter mailing list
Page 23
Linking YOUR program components, questions, and methods
Consider each of your program components and questions that
you have devised in an earlier section of this workbook, and the
methods that you checked off on the "types of methods" table.
Now ask yourself, how will I use the information I have
obtained from this question? And, what method is most
appropriate for obtaining this information?
Program Component
50. Specific questions that go with this
component
How will I use this
information?
Best method?
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52. July 16, 2002
Page 25
Data Collection Plan
Now let's put your data collection activities on one sheet - what
you're collecting, how you're doing it, when, your sample, and
who will collect it. Identifying your methods that you have just
picked, instruments, and data collection techniques in a
structured manner will facilitate this process.
Method
Type of data (questions, briefly
indicated)
Instrument used
When
implemented
Sample
Who collects
E.g.: Patient
interviews in health
53. dept clinics
Qualitative - what services they are
using, length of visit, why came in,
how long wait, some quantitative
satisfaction ratings
Interview created
by evaluation team
and piloted with
patients
Oct-Dec; days
and hrs
randomly
selected
10 interviews
in each
clinic
Trained
interviewers
55. Consider a Management Information System
Process data is frequently collected through a management
information system (MIS) that
is designed to record characteristics of participants,
participation of participants, and
characteristics of activities and services provided. An MIS is a
computerized record
system that enables service providers and evaluators to
accumulate and display data
quickly and efficiently in various ways.
Will your evaluation be enhanced by periodic data presentations
in tables or other
structured formats? For example, should the evaluation utilize a
monthly print-out of
services utilized or to monitor and process recipient tracking
(such as date, time, and
length of service)?
YES
NO
Does the agency create monthly (or other periodic) print outs
reflecting
services rendered or clients served?
56. YES
NO
Will the evaluation be conducted in a more efficient manner if
program
delivery staff enter data on a consistent basis?
YES
NO
Does the agency already have hard copies of files or records
that would be
better utilized if computerized?
YES
NO
Does the agency already have an MIS or a similar computerized
database?
YES
57. NO
If the answers to any of these questions are YES,
consider using an MIS for your evaluation.
If an MIS does not already exist, you may desire to design a
database in which you can
enter information from records obtained by the agency. Thi s
process decreases missing
data and is generally efficient.
If you do create a database that can be used on an ongoing
basis by the agency, you may
consider offering it to them for future use.
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Evaluation Expert Session
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Information to be included in your MIS
58. Examples include:
Client demographics
Client contacts
Client services
Referrals offered
Client outcomes
Program activities
Staff notes
Jot down the important data you would like to be included in
your MIS.
Managing your MIS
What software do you wish to utilize to manage your data?
What type of data do you have?
How much information will you need to enter?
How will you ultimately analyze the data? You may wish to
create a database directly in
the program you will eventually use, such as SPSS?
Will you be utilizing lap tops?
59. Page 28
Evaluation Expert Session
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If so, will you be taking them onsite and directly entering your
data into them?
How will you download or transfer the information, if
applicable?
What will the impact be on your audience if you have a laptop?
Tips on using an MIS
If service delivery personnel will be collecting and/or entering
information into the MIS
for the evaluator's use, it is generally a good idea to provide
frequent reminders of the
60. importance of entering the appropriate information in a timely,
consistent, and regular
manner.
For example, if an MIS is dependent upon patient data
collected by public health officers
daily activities, the officers should be entering data on at least a
daily basis. Otherwise,
important data is lost and the database will only reflect what
was salient enough to be
remembered and entered at the end of the week.
Don't forget that this may be burdensome and/or inconvenient
for the program staff.
Provide them with frequent thank you's.
Remember that your database is only as good as you make it.
It must be organized and
arranged so that it is most helpful in answering your questions.
If you are collecting from existing records, at what level is he
data currently available?
For example, is it state, county, or city information? How is it
defined? Consider whether
adaptations need to be made or additions need to be included for
your evaluation.
Back up your data frequently and in at least one additional
format (e.g., zip, disk, server).
61. Consider file security. Will you be saving data on a network
server? You may need to
consider password protection.
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Evaluation Expert Session
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Allocate time for data entry and checking.
Allow additional time to contemplate the meaning of the data
before writing the report.
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62. Evaluation Expert Session
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Implement Data Collection and Analysis
Data collection cannot be fully reviewed in this workbook, but
this page offers a few tips
regarding the process.
General reminders:
THANK everyone who helps you, directs you, or participates
in anyway.
Obtain clear directions and give yourself plenty of time,
especially if you are traveling
long distance (e.g., several hours away).
Bring all of your own materials - do not expect the program to
provide you with writing
utensils, paper, a clipboard, etc.
Address each person that you meet with respect and attempt to
make your meeting as
conducive with their schedule as possible.
Most process evaluation will be in the form of routine record
keeping (e.g., MIS). However, you
may wish to interview clients and staff. If so:
63. Ensure that you have sufficient time to train evaluation staff,
data collectors, and/or
organization staff who will be collecting data. After they have
been trained in the data
collection materials and procedure, require that they practice
the technique, whether it is
an interview or entering a sample record in an MIS.
If planning to use a tape recorder during interviews or focus
groups, request permission
from participants before beginning. You may need to turn the
tape recorder off on
occasion if it will facilitate increased comfort by participants.
If planning to use laptop computers, attempt to make
consistent eye contact and spend
time establishing rapport before beginning. Some participants
may be uncomfortable with
technology and you may need to provide education regarding
the process of data
collection and how the information will be utilized.
If planning to hand write responses, warn the participant that
you may move slowly and
64. Page 31
Evaluation Expert Session
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may need to ask them to repeat themselves. However, prepare
for this process by
developing shorthand specific to the evaluation. A sample
shorthand page follows.
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Evaluation Expert Session
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Annual Evaluation Reports
The ultimate aim of all the Branch’s evaluation efforts is to
increase the intelligent use of
information in Branch decision-making in order to improve
health outcomes. Because we
understand that many evaluation efforts fail because the data are
never collected and that even
more fail because the data are collected but never used in
65. decision-making, we have struggled to
find a way to institutionalize the use of evaluation results in
Branch decision-making.
These reports will serve multiple purposes:
The need to complete the report will increase the likelihood
that evaluation is done and
data are collected.
The need to review reports from lower levels in order to
complete one’s own report
hopefully will cause managers at all levels to consciously
consider, at least once a year,
the effectiveness of their activities and how evaluation results
suggest that effectiveness
can be improved.
The summaries of evaluation findings in the reports should
simplify preparation of other
reports to funders including the General Assembly.
Each evaluation report forms the basis of the evaluation report
at the next level. The contents
and length of the report should be determined by what is mot
helpful to the manager who is
receiving the report. Rather than simply reporting every
possible piece of data, these reports
should present summary data, summarize important conclusions,
and suggest recommendations
based on the evaluation findings. A program-level annual
evaluation report should be ten pages
or less. Many my be less than five pages. Population team and
Branch-level annual evaluation
66. reports may be longer than ten pages, depending on how many
findings are being reported.
However, reports that go beyond ten pages should also contain a
shorter Executive Summary, to
insure that those with the power to make decisions actually read
the findings.
Especially, the initial reports may reflect formative work and
consist primarily of updates on the
progress of evaluation planning and implementation. This is
fine and to be expected.
However, within a year or two the reports should begin to
include process data, and later actual
outcome findings.
This information was extracted from the FHB Evaluation
Framework developed by Monica Herk and Rebekah Hudgins.
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Evaluation Expert Session
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Suggested shorthand - a sample
The list below was derived for a process evaluation regarding
charter schools. Note the use of general shorthand as
well as shorthand derived specifically for the evaluation.
67. CS
Charter School
mst
Most
Sch School b/c Because
Tch Teacher, teach st Something
P Principal b Be
VP Vice Principal c See
Admin Administration, administrators r Are
DOE Dept of Education w/ When
BOE Board of Education @ At
Comm Community ~ About
Stud Students, pupils = Is, equals, equivalent
Kids Students, children, teenagers ≠ Does not equal, is not the
same
K Kindergarten Sone Someone
Cl Class # Number
CR Classroom $ Money, finances, financial, funding,
expenses, etc.
W White + Add, added, in addition
B Black < Less than
AA African American > Greater/more than
SES Socio-economic status ??? What does this mean? Get more
68. info on, I'm confused…
Lib Library, librarian DWA Don't worry about (e.g. if you wrote
something unnecessary)
Caf Cafeteria Ψ Psychology, psychologist
Ch Charter ∴ Therefore
Conv Conversion (school) ∆ Change, is changing
S-up Start up school mm Movement
App Application, applied ↑ Increases, up, promotes
ITBS Iowa Test of Basic Skills ↓ Decreases, down, inhibits
LA Language arts X Times (e.g. many x we laugh)
SS Social Studies ÷ Divided (we ÷ up the classrooms)
QCC Quality Core Curriculum C With
Pol Policy, politics Home, house
Curr Curriculum ♥ Love, adore (e.g. the kids ♥ this)
LP Lesson plans Church, religious activity
Disc Discipline O No, doesn't, not
Girls, women, female 1/2 Half (e.g. we took 1/2)
Boys, men, male 2 To
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Evaluation Expert Session
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F
70. If the person trails off, you missed
information
Appendix A
Logic Model Worksheet
Population Team/Program Name
__________________________ Date
_______________________
If the following
CONDITIONS
AND
ASSUMPTIONS
exist...
And if the following
ACTIVITIES are
implemented to
address these
conditions and
assumptions
Then these
SHORT-TERM
72. Page 35
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Appendix B
Pitfalls To Avoid
Avoid heightening expectations of delivery staff, program
recipients, policy makers, or
73. community members. Ensure that feedback will be provided as
appropriate, but may or may
not be utilized.
Avoid any implication that you are evaluating the impact or
outcome. Stress that you are
evaluating "what is happening," not how well any one person is
performing or what the
outcomes of the intervention are.
Make sure that the right information gets to the right people -
it is most likely to be utilized
in a constructive and effective manner if you ensure that your
final report does not end up on
someone's desk who has little motivation or interest in utilizing
your findings.
Ensure that data collection and entry is managed on a
consistent basis - avoid developing an
evaluation design and than having the contract lapse because
staff did not enter the data.
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Appendix C
References
References used for completion of this workbook and/or that
you may find helpful for
additional information.
Centers for Disease Control and Prevention. 1995. Evaluating
Community Efforts to Prevent
Cardiovascular Diseases. Atlanta, GA.
Centers for Disease Control and Prevention. 2001. Introduction
to Program Evaluation for
Comprehensive Tobacco Control Programs. Atlanta, GA.
Freeman, H. E., Rossi, P. H., Sandefur, G. D. 1993. Workbook
for evaluation: A systematic
approach. Sage Publications: Newbury Park, CA.
Georgia Policy Council for Children and Families; The Family
Connection; Metis Associates,
Inc. 1997. Pathways for assessing change: Strategies for
community partners.
Grembowski, D. 2001. The practice of health program
evaluation. Sage Publications: Thousand
Oaks.
75. Hawkins, J. D., Nederhood, B. 1987. Handbook for Evaluating
Drug and Alcohol Prevention
Programs. U.S. Department of Health and Human Services;
Public Health Service; Alcohol,
Drug Abuse, and Mental Health Administration: Washington, D.
C.
Muraskin, L. D. 1993. Understanding evaluation: The way to
better prevention programs.
Westat, Inc.
National Community AIDS Partnership 1993. Evaluating
HIV/AIDS Prevention Programs in
Community-based Organizations. Washington, D.C.
NIMH Overview of Needs Assessment. Chapter 3: Selecting the
needs assessment approach.
Patton, M. Q. 1982. Practical Evaluation. Sage Publications,
Inc.: Beverly Hills, CA.
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Evaluation Expert Session
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76. Posavac, E. J., Carey, R. G. 1980. Program Evaluation: Methods
and Case Studies.
Prentice-Hall, Inc.: Englewood Cliffs, N.J.
Rossi, P. H., Freeman, H. E., Lipsey, M. W. 1999. Evaluation:
A Systematic Approach. (6th
edition). Sage Publications, Inc.: Thousand Oaks, CA.
Scheirer, M. A. 1994. Designing and using process evaluation.
In: J. S. Wholey, H. P. Hatry, &
K. E. Newcomer (eds) Handbook of practical program
evaluation. Jossey-Bass Publishers: San
Francisco.
Taylor-Powell, E., Rossing, B., Geran, J. 1998. Evaluating
Collaboratives: Reaching the
potential. Program Development and Evaluation: Madison, WI.
U.S. Department of Health and Human Services; Administration
for Children and Families;
Office of Community Services. 1994. Evaluation Guidebook:
Demonstration partnership
program projects.
W.K. Kellogg Foundation. 1998. W. K. Kellogg Foundation
Evaluation Handbook.
Websites:
www.cdc.gov/eval/resources
www.eval.org (has online text books)
www.wmich.edu/evalctr (has online checklists)
www.preventiondss.org
When conducting literature reviews or searching for additional
77. information, consider using
alternative names for "process evaluation," including:
formative evaluation
program fidelity
implementation assessment
implementation evaluation
program monitoring