Why Evaluate?

Part 1

The benefits for an evaluating a project such as the Cashflow Technology course development scenario is that through evaluation, viability and success can be clearly measured and defined. Evaluation can lead to a clear consensus for implementing a new idea that may work better than a previous one. The programs used through Cashflow could be really beneficial in teaching financial literacy, but the only way to know for sure is through an evaluation, and if done properly, evaluations can give credence to an idea and make it viable.

There are limitations for doing such evaluations. It could be proven that the course programs and materials are not an improvement making it unnecessary. Evaluation could also cause people to pay closer attention to the companies and institutions involved creating pressure for Cashflow and the Educational Institutions it is working with to color its attitude in a way that can skew the outcome of the evaluation. The result would be an evaluation that does not have a true outcome. There could also be a problem with carry-over. Participants in the seminar may not take what they have learned and apply them, or may stop implementation after a short amount of time. Others may be more diligent creating some benefit.

Evaluation results for the Cashflow Technology program can lead to great gains and viability for the company. It can also create a new way to learn about financial literacy where before there wasn’t any. This in turn creates a new and better way to teach a subject that otherwise was not absorbed by participants, therefor implying the need.

Part 2

The program that will be evaluated is a new discipline program called PBS or Positive Behavior Support. The purpose of this project is to help foster positive behavior.  The goal of the project is to reduce the number of office discipline referrals at a Title 1 school that has struggled with discipline issues in the past.

This type of program would benefit from evaluation because it is a new system implemented voluntarily through the state of Florida for schools who experience a high rate of discipline problems. Through evaluation, individual schools can tell if the new program works for them. If it is a great success, then it can be implemented as part of the schools policy. In order to get to this point, however, a school must do a formal evaluation.

Some limitations for an evaluation such as this, is that it will make the school itself more susceptible for scrutiny.  This in turn may make teachers nervous and in order to make it look like the new program is succeeding and that they are implementing it correctly, some may not write legitimate referrals and in turn skew the results of the evaluation.  There could also be those who resent the fact they have to implement a school wide discipline program instead of individual programs. This would create an adverse effect where some may write more referrals than usual and blame it on the new program. Both of these items would need to be taken in to account and watched closely.

The results could be beneficial to the school, especially if it is successful. It could bring in an effective discipline plan, which the school has lacked. In turn, students would be happier and safer.  The result of that could be better academic scores, and a better grade for the school overall.  Evaluation in this case could prove and help create a better learning environment. Or it could show that this program does not work. In that case educators and administrators could work on a different plan and throw the PBS plan out. It is just as important to realize when something does not work as when it does. Out of failure can come success, but first we must know we have failed. Evaluation can reveal that.

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