PROGRAM EVALUATION

BURHAN O. MAHMUD

M.A. STUDENT AT GAZIANTEP

UNIVERSITY

Program Evaluation Definition

Richards et al. (1985, p. 98)

Evaluation is “The systematic gathering of information for purposes of making decisions”

Brown (1989a, p. 223) Evaluation is “The systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum and assess its effectiveness within the context of the particular institutions involved”

Approaches To Program EvaluationPRODUCT-ORIENTED APPROACHES“The focus of the evaluation is on the goals and instructional

objectives with the purpose of determining whether they have been achieved”

The primary advocates of this approach were scholars like Tyler, Hammond, Metfessel and Michael.

Tyler (1942) argued that program should be built on explicitly defined goals, specified in terms of the society, the students, and the subject matter, as well as on measurable behavioral objectives.

PRODUCT-ORIENTED APPROACHES

Product-oriented approach advocated by Hammond. His model included FIVE approaches :

1. Identifying precisely what is to be evaluated.

2. Describing the descriptive variables.

3. Stating objectives in behavioral terms.

4. Assessing the behavior described in the objectives.

5. Analyzing the results and determining the

effectiveness of the program.

Approaches To Program Evaluation2. STATIC-CHARACTERISTIC APPROACHES

Static-characteristic evaluation is performed to determine the effectiveness of a particular program.

Conducted by outside experts.

Approaches To Program Evaluation3. PROCESS-ORIENTED APPROACHES

Scriven's model (1967) stressed the importance not only of evaluating the degree of attainment of program goals but also questioning the very worth of those goals in the first place.

The model that Scriven advocated was called goal-free evaluation, that is, evaluation in which limits are not set on studying the expected effects of the program in relation to the goal.

Approaches To Program Evaluation4. DECISION-FACILITATION APPROACHES

In this approach, evaluators attempt to avoid

making judgments. Instead, they favor gathering

information that will help the administrators and

faculty in the program make their own judgments

and decisions.

DOING PROGRAM EVALUATION

THREE DIMENSIONS THAT SHAPE POINT OF VIEW ON EVALUATION1. purpose of the information

FORMATIVE EVALUATION SUMMATIVE EVALUATION

The aims are:1. Collect and analyze

information that will help in improving the curriculum.

2. Focuses on the process 3. Daily quizzes

The aims of gathering information are:

1. Determine the degree to which the program was successful, efficient, and effective.

2. Focuses on the outcome

3. Unit test, chapter test

THREE DIMENSIONS THAT SHAPE POINT OF VIEW ON EVALUATION

2. types of information

PROCESS EVALUATION

PRODUCT EVALUATION

1. Focuses on the workings of a program (processes)

1. Focuses on whether the goals (products) of the program are being achieved

3. Types of Data and analysesQuantitative Types Qualitative TypesQuantitative data are

countable bits of information which are usually gathered using measures that produce results in the form of numbers.

Example of such measures include: tests, quizzes, grades, the numbers of students in each class and so forth.

Qualitative data consists of more holistic information based on observations that may not readily lend themselves to conversion into quantities or numbers.

Example of these types might include student or teacher journal entries, classroom observations and so forth.

Conclusion Evaluation is a powerful strategy for

distinguishing programs and interventions that make a difference from those that don't. It is a driving force for developing and adapting sound strategies, improving existing programs, and demonstrating the results of investments in time and other resources. It also helps determine if what is being done is worth the cost.

References Brown D. James,1995, The Elements Of

Language Curriculum.Greene JC. Qualitative program evaluation:

practice and promise. In Handbook of Qualitative Research, edited by NK Denzin and YS Lincoln. Thousand Oaks, CA: Sage Publications, 1994.

Posavac EJ, Carey RG. Program evaluation: methods and case studies. Prentice-Hall, Englewood Cliffs, NJ, 1980.