Choosing an Evaluation Model

Melodee Sweeney

Week 6

Part D

When doing an evaluation, it is just as important to know how as well as what you are evaluating. In the readings this week the focus was on how to best evaluate a program. Both discussed the steps in creating a formative and effective evaluation. Chapter 5 in the course text mainly dealt with choosing an evaluation method, and giving details on each method to help the reader decide which method would be best for their given program. In the article reading, it shows how these methods are implemented through examples, and a deeper description of how to arrive at formative and summative questions.

One thing that the readings bring out is that even though there may be one evaluator, creating an evaluation is a group effort. It shows how evaluators need to meet with stakeholders to figure out their concerns and input on what sort of questions need to be asked during the evaluation. If not careful, some evaluators might try to make the evaluation a one-person job by designing relevant questions, but missing over key components that participants want to address.  No evaluation is perfect. Money and time constraints can cause loss of opportunity to collect more information and make it hard to go as in depth as desired.

Part E

For the project chosen for this course, the evaluation model that would serve the best would be the Decision Making Model. This model was chosen because the main reason for doing this evaluation on the PBS program is to see if it is something the school will continue to use in the future for their discipline plan. They have had a discipline plan in place for sometime with lack luster results, so the stakeholders are looking to replace the former plan with the PBS plan hopefully on a permanent basis.

Another reason to use this model is for the wide variety of sources to collect data. Quantitative and qualitative can and should be used to get a wide scope of how useful the program is. By doing interviews with the participants the evaluator can get a feel as to what extent they use the program as well as what their attitude can be. Quantitative assessment are brought in to the assessment through records of the numbers of referrals as well as good behavior recognition. It also lends itself to formative as well as summative assessment.  The program needs to be assessed throughout the year for adjustments, and a summative assessment at the end of the year to see if this indeed is the program that will be instated on a permanent basis.


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