1. The purpose of evaluation is not to prove, but to improve.

2. Why Evaluate? To see if the program works What do we mean by “works?”
Was the program/course successful?
Define “success” measurements

3. Underlying Premises for Evaluation
It is an important process
Need to know if course objectives are being met and how to improve them
Every evaluation has a political context
Who will use the findings?
Need to have clearly defined purpose prior to conducting evaluation

4. Evaluation helps in decision making
Improve the way a program/course operates
Decide fund & resource allocation
Add or drop program/course components
Initiate similar program/course elsewhere
Continue or discontinue a program/course
Accept or reject specific program/course approach or theory

5. Some Evaluation Types
Formative
Summative
Impact
Outcome
Process

6. Formative Evaluation
Usually carried out during the formation or development of the program or course
May include pre-testing (e.g. component pre-testing) and pilot studies of components
Usually answering questions like:
Has the appropriate/qualified teacher been hired?
Do we have adequate educational materials and resources for the students?
How does it fit in with the rest of the curriculum?

7. Process Evaluation
Process evaluation is a type of formative evaluation in that it usually takes place at the beginning and during the program/course; ongoing
Quality assurance
Used to determine the appropriateness of:
Content
Teaching methods, materials, media, etc.
Methods:
Teacher – quizzes, observe audience/students, unbiased outside observer, surveys & questionnaires during course
Students – ask questions; get feedback; logs; journals, focus groups

8. Summative Evaluation
Permits conclusions to be drawn about impact, outcome, or benefits of a program, course or methodology
Was there a change/increase in knowledge, attitudes, skills, or behaviors?
Which approach worked best?
Did the health changes/improvements continue after the course ended?

9. Impact Assessment of immediate impact of a program/course on:
Short-term goals
Knowledge
Interview & Discussion
Discussion & Observation
Written test
Attitudes
Observation – what they say
Questionnaire with rating scale
Behavior
Observe – demonstration – keep record of participants

10. Outcome Evaluation Health outcomes – long term changes
Assess changes in or improvements to health status indicators, such as:
Morbidity and mortality rates
Incidence or prevalence rates
Other “statistical” data that may demonstrate improvement

11. Illinois Learning Improvement Plan
A broad strategy for program evaluation
Based on Illinois Learning Standards
Illinois Goal Assessment Programs (IGAPS)
LAP’s – Learning Assessment Programs. School make up objectives based on learning standards for specific grades. Then assess whether these objectives are being met through written exams and other methods.
School funding ($$$$!) from State and Federal (No child left behind) sources depends in large part how students demonstrate what they know and are able to do.