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Evaluation Research

Evaluation Research. Evaluation Research. How do we begin? What are the different types of evaluation research? How do these different types fit together? What purpose do they serve?. Begin with a Logic Model. Other Common Terms Used to Identify Steps. Example-Service Learning Program.

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Evaluation Research

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  1. Evaluation Research

  2. Evaluation Research • How do we begin? • What are the different types of evaluation research? • How do these different types fit together? • What purpose do they serve?

  3. Begin with a Logic Model

  4. Other Common Terms Used to Identify Steps

  5. Example-Service Learning Program

  6. Example

  7. Another Conceptualization of the Logic Model

  8. Service Learning Example Using This Conceptualization

  9. Another Example Using This Conceptualization

  10. Types of Evaluation Research In order of Use

  11. Example of Each Type of Evaluation

  12. Needs Assessment • Purpose • Evaluate the need for a program/intervention/ project • Basic Steps • Use secondary data (i.e., census data, community reports etc.) and/or surveys etc. to create a profile of the community that assess existing resources and current needs. • Determine if current resources are adequately meeting needs. • Identify one or more specific needs that are not currently being met.

  13. Example - Needs Assessment • Purpose • Determine the percent of local post secondary students that are from an underrepresented population. Compare this to the percent of students in post secondary educational institutions. Based on this and programs already available determine the need to provide additional opportunities for this group. • Basic Steps • Use secondary data to determine percent of population that is Latino. Use USU data to compute the percent of USU that is Latino. Compare differences in percentages. Note any discrepancy. • Utilize local webpages and phone books, identify programs/organizations that focus on the Latino population and meeting their needs.

  14. Formative Evaluation • Purpose • Plan (form) a program that will met the needs of the community, keeping in mind the need to develop indicators that can be used to evaluate the success of the program. • Basic Steps • Locate other similar programs to use as a model • Meet with “experts” in this area and get their advice • Organize a program and apply for a grant • Form an “ad hoc” evaluation committee to evaluate program

  15. Formative Evaluation • Purpose • Plan a mentoring programwhere USU students mentor high school students. Identify objectives (i.e., increase high school graduation rates, increase college retention rates of mentees). • Basic Steps • Identify other mentoring programs • Meet with directors of programs, professors etc. who have been/are involved in mentoring programs. • Organize your mentoring program and apply for a grant to implement program. • Select members of your committee to engage in evaluation research

  16. Process Evaluation • Purpose • To monitor the implementation of your program on an ongoing basis. It is a type of program monitoring. • Steps • Specifically describe your program • Decide what products to count • Consider objectives (verb) (target) (date) • Decide on valid way to count products • Identify process indicators • Quality Assurance • Identify process indicators

  17. Example-Process Evaluation • Purpose • Monitor the mentoring program and address two questions: (1) Is the mentoring occurring as planned, (2) How are the mentees responding? • Steps • Describe Program • The mentoring program connects high school mentees with USU mentors through a monitored blog. • Decide what products to count • The number of hours that mentors spent in contact with their mentee etc. • Decide on valid way to count products • Have program administrator count hours spent on website • Quality Assurance • High school counselors will be contacted periodically to determine how mentees are responding

  18. Outcome Evaluation • Purpose • To determine how well you meet the objectives of your program. • Steps • Identify short-term and long-term outcomes • Construct indicators to measure outcomes • Decide on data collection and sampling techniques • Collect data • Analyze data • Write Report

  19. Outcome Evaluation • Purpose • To determine how well you meet the objectives of your program. • Steps • Short term outcomes are establish relationship between mentors and mentees. Long term outcomes are higher graduation and retention rates for mentees. • Mentees will be asked questions about their experience, and then about their graduation/retention • Surveys will be administered to all mentees after completion of program and then again in three years. • Surveys are administered • Using SAS, data is entered and analyzed. • Report is written

  20. Quality Assurance vs. Program Outcome Evaluation

  21. Dr. Carol Albrecht • Extension Assessment Specialist • Phone: 979-777-2421 • carol.albrecht@usu.edu

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