The goal for the Session Long Project is to develop a hypothetical plan to evaluate a program. In each module, you will revise and add various components to the paper. The components are outlined below:
SLP 1: Program Overview
SLP 2: Purpose and Goals of the Evaluation
SLP 3: Data Collection and Instrumentation
SLP 4: Data Analysis
SLP 5: Distribution of Findings
*Note: You will not conduct the evaluation, but merely plan for one.
Read:
Chapter 8: Phase 5 – Evaluating the Program’s Effectiveness and Offering Recommendations for its Future (p. 131-132)
Chapter 8: Phase 6 – Writing the Evaluation Report Analyzing Data to Assess A Program’s Impact (p. 133-136) in:
Jason, M. H. (2008). Evaluating programs to increase student achievement. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412990264. Available in the Trident Online Library.
Use the reading to complete your SLP, including the following components:
- Overview of the Program
- Program Goals and Objectives
- Program Operation
- Evaluation Goals
- Evaluation Questions
- Data Collection Methods
- Instruments
- Participants
- Resources
- Ethical Considerations
- Data Analysis
- Stakeholders
- Distribution Plan
- Who should receive the report?
- What other types of communication will be included to inform other stakeholders?
- What follow up, if any, is needed?
- How might the results impact policy or practice?
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical thinking/Application to professional practice: Demonstrates mastery conceptualizing the problem and viewpoints. Assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice.
Scholarly writing: Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of references and organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.
Timeliness/Professionalism: Demonstrates excellence in taking responsibility for learning, adhering to the course requirement policies and expectations. Assignment submitted on time or collaborated with professor for an approved extension on due date.
FROM THE INSTRUCTOR TO HELP WITH THE PAPER
Phase 5 – Evaluating the Program’s Effectiveness & Making Recommendations
This phase focuses on analyzing whether the program actually works.
Key ideas from this section include:
1. Determining Program Effectiveness
- Did the program achieve its goals?
- Did participants benefit from the program?
2. Analyzing Data
- Looking at the data collected in earlier phases (surveys, assessments, interviews, etc.)
- Identifying trends, improvements, or gaps.
3. Interpreting Findings
- Connecting results to the program goals and evaluation questions.
4. Recommendations
- What should happen next?
- Continue the program
- Modify the program
- Expand the program
- Discontinue the program
This is where evaluators turn data into practical decisions.
Phase 6 – Writing the Evaluation Report
This phase focuses on communicating the findings.
The evaluation report typically includes:
1. Purpose of the evaluation
2. Program description
3. Methods used to collect data
4. Findings/results
5. Conclusions
6. Recommendations for improvement
The key idea is that the report should be clear enough for decision-makers (leaders, administrators, policymakers) to understand the program’s impact.