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September 20, 2005 POLS 4300.06/PUBL 6800.03

September 20, 2005 POLS 4300.06/PUBL 6800.03. Questions from last week? Rigor versus relevance in P. E. Maximum value for investment Limits of rational comprehensiveness Strategy for focusing the issues ‘Lines crossing on the graph’ An applied, not a basic, social science.

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September 20, 2005 POLS 4300.06/PUBL 6800.03

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  1. September 20, 2005POLS 4300.06/PUBL 6800.03 • Questions from last week? • Rigor versus relevance in P. E. • Maximum value for investment • Limits of rational comprehensiveness • Strategy for focusing the issues • ‘Lines crossing on the graph’ • An applied, not a basic, social science

  2. September 20, 2005 (2)POLS 4300.06/PUBL 6800.03 • P.E. and Organizational Improvement • Creating and Sustaining an Evaluation Habit of Mind • Positive versus Negative Effects of P.E. on Staff • The Manitoba School Improvement Program Inc. (MSIP) as a Case Study • Motivation to Improve Human Services?

  3. September 20, 2005 (3)POLS 4300.06/PUBL 6800.03 • Evaluator’s Handbook, chap 1 • Page 10: Forms of Program Evaluation • Stages of the Program Cycle to be Evaluated • The Request or Requirement: What Is Called for? • Formative and Summative Assessments • Quantitative and Qualitative Approaches

  4. September 20, 2005 (4)POLS 4300.06?PUBL 6800.03 • Evaluator’s Handbook, chap 1 (continued) • Deciding what to observe and/or measure • Processes, outcomes, goals, decisions • Contexts, costs and constraints • User orientation and responsiveness • Central to ongoing needs assessments • The key to successful implementations • P.E. as mainly social and political

  5. September 20, 2005 (5)POLS 4300.06/PUBL 6800.03 • Evaluator’s Handbook, chap 2 • Formative and/or Summative: A matter of different but overlapping emphases • Phase A: Set the Boundaries of the Evaluation (8-10 tasks, pp. 37-32) • Phase B: Select Appropriate Methods (10-12 tasks, pp. 32-39) • Phase C: Collect and Analyze Information

  6. September 20, 2005 (6)POLS 4300.06/PUBL 6800.03 • Phase D: Report Findings • Table 4: Timeline of Formative Evaluator’s Responsibilities (p. 40) • Table 5: Differences Between Formative and Summative Evaluation Reports (p. 41) • Structure in Context the Essential Key to Responsible Program Evaluation between Rigor and Relevance

  7. September 20, 2005 (7)POLS 4300.06/PUBL 6800.03 • Stecher and Davis, How to Focus an Evaluation (pp. 9-61) • Focus = Clarify and Sharpen • Elements of the Focusing Process • Beliefs/Expectations of Evaluator & Client • Information Gathering Activities • Formulating an Evaluation Plan (phases) • 5 Approaches to Evaluation (pp. 22-42)

  8. September 20, 2005 (8)POLS 4300.06/PUBL 6800.03 • What is the Program being Evaluated? • Why precisely is it being evaluated? • What constraints limit the evaluation? • Information gathering using each method • Table 3: Questions to guide information gathering (pp. 58-61) VERY USEFUL! • Questions and Comments?

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