Program Evaluation Approach for Education

“Collecting Information” Please respond to the following:

• Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.

“Evaluation Designs” Please respond to the following:

• Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.

THIS IS THE PROGRAM EVALUATION

Program Evaluation Approach for Education

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​The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.

Description and Rationale the Program Evaluation Approach

​The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.

Description of the Question and their Rationale

Some of the description questions that can be asked on the process are why is there a discrepancy?

The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progress in schools(McKenney, 2018). This is a way that can be used in determining the different scores of the children in schools. When such conditions are evident, then it means that the child is having some challenges in their learning. The major sub-sets of the question include; Is the child eligible for special education? Is your child being evaluated for special education? Is your child having challenges in their learning? What is the ability of your child?

Another description question that can be asked on the process in what corrective actions are possible?

The aspect of correction usually helps in building thequality of the education that is being offered. This means that the outcomes will be positive. Once some mistakes have been identified between the evaluation process, then the evaluator needs to take corrective action. The purpose of the correction helps in ensuring the effectiveness of the decision-making. Some of the subset questions that can be used under this question include; what is the purpose of the evaluation? What are the main lessons learned? How will the evaluation results be used? What are the key issues that will be addressed in the evaluation?

The final description question that can be asked on the process in which corrective action is the best?

Once the evaluation is completed, it is usually essential to ensure that the evaluator takes corrective action depending on the results they have been derived. The steps should be considered for the benefit of the children (Roberts, 2018). Evaluators that usually provide assessment and issue the corrective instruction can improve on their evaluation and help the children in their learning. Some of the subset questions that can be used under this question include; How will the evaluation be impacted with the corrective action? How will the corrective action help the students in their learning? Will the corrective action have any impact on future evaluation? Will the evaluator benefit from the corrective action?

Stakeholders

​The main stakeholders in education involve the parents and the students themselves. Two models have been developed that can be used in the development of the program theory, where the first one is the stakeholder approach where the evaluator of the program works with the stakeholders so that he can discover their main reasoning. To engage the stakeholders, the evaluator should talk to as many representatives as possible spot het he can get their views concerning the program, its intended long-term outcomes as well as the processes the program uses in achieving the results.

​The findings of the evaluation should then be communicated to the stakeholders as a way of ensuring they are significantly involved. When the evaluator works with the stakeholders, they should identify the critical questions that they will ask them and the appropriate designs that will be used in answering the questions. Once the stakeholders have been involved in the evaluation proves, then it means that the evaluator will quickly achieve the objectives of the evaluation hence resulting in a positive outcome in education.

References

Jacobs, F. H. (2017). The five-tiered approach to evaluation: Context and implementation. In Evaluating family programs (pp. 37-68). Routledge.

McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. Routledge.

Posavac, E. J. (2015). Program evaluation: Methods and case studies. Routledge.

Roberts, J. (2016). Language teacher education. Routledge.