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RESPONSIVE EVALUATION

RESPONSIVE EVALUATION. By: Lani Pokrana January 30, 2008. What is it?. Central focus: Stakeholder audience “Observe and React” Orients to program activities rather than to program intent Responsive to realities of programs. Purpose. To determine the values of an audience

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RESPONSIVE EVALUATION

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  1. RESPONSIVE EVALUATION By: Lani Pokrana January 30, 2008

  2. What is it? • Central focus: Stakeholder audience • “Observe and React” • Orients to program activities rather than to program intent • Responsive to realities of programs

  3. Purpose • To determine the values of an audience • Improve communication with stakeholders

  4. Events in Responsive Evaluation

  5. Comparison of Responsive and Preordinate Evaluations

  6. Advantages • Directs attention to the needs of those for whom an evaluation is being done. • Looks at program from different viewpoints • Flexible

  7. Disadvantages • Stresses complexity rather than simplicity • Subjectivity • Labor intensive

  8. Case Study A Qualitative Evaluation of a Project to Enhance Pupils’ Emotional Literacy Through a Student Assistance Programme By: Ros Carnwell and Sally Ann Baker

  9. The Case • Student Assistance Programme designed to enhance Emotional Literacy. • Emotional Literacy: “The ability to recognize, understand, handle and appropriately express emotions.”

  10. The Case • The Support Group element of the program: • Pupils (Ages 9 to 16) referred to the Group • Group lasts 8 weeks and runs during school hours. • Explores sharing, grief and loss, divorce, school transition, anger and bullying. • Study commissioned to evaluate effectiveness

  11. The Case • Aims of the Study • Illuminate changes in student behavior as described by themselves, facilitators, teachers and peers. • Identify wider implications of Group in terms of its effects on peers, teachers and family members

  12. Case Approach • Use of Responsive Evaluation for its Qualitative nature and focus on program activities rather than intents • Enables stakeholders to make decisions about program changes.

  13. Case Approach • Small sample size • Does not attempt to generalize findings • Illuminates participants’ experience

  14. Case Approach • Two researchers • Taped interviews • Qualitative content analysisfor emerging themes

  15. Results/Findings • Nature and Benefits of Group • Trust • Closer relationships • Behavior changes • Challenges and Difficulties • Expression of feelings • Session content • Differing boundaries in relationships • Practical issues (timing)

  16. Results/Findings • Resources and Sustainability • More resources needed • Facilitators with special qualities • Lack of funding • Need continued support after Group

  17. Quality of the Case • Provides helpful guidance to stakeholders on successes and challenges of the program • More research needed to determine improvement of emotional literacy and the wider implications of the effects on peers, teachers, family members

  18. The End

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