Program Evaluation Overview

Definitions of Program Evaluation

 systematic collection of information abut the

activities, characteristics, and outcome of
programs.
 for use by specific people to reduce
uncertainties, improve effectiveness, and
make decisions with regard to what those
programs are doing and affecting (Patton,
1986). 
Definitions of Program Evaluation

 establish and provide useful information for

judging decision alternatives;
 to judge and improve the worth of some
educational program or object;
 assist the improvement of policies and programs.
Purpose of Program Evaluation
Objectives of Program Evaluation

 Discover whether and how effectively the

objectives are being met.
 Determine underlying policies and related
activities that contribute to success or failure in
particular areas.
 Provide continuous feedback.
Context, Input, Process, and Product
Evaluation

The CIPP
Model
Aspect of Type of decision Kind of question
evaluation answered
Context Planning What should we
decisions do?
Input Structuring How should we
decisions do it?
Process Implementing Are we doing it
decisions as planned? And
if not, why not?
Product Recycling Did it work?
decisions
CIPP Model

 Simple systems model applied to program

evaluation.
 context evaluation, input evaluation,
process evaluation, and product evaluation.
 These types are typically viewed as separate
forms of evaluation, but
 they can also be viewed as steps or stages
in a comprehensive evaluation.
 Formative < --------- > Summative

With the CIPP model, there is a clear distinction between

formative evaluation (conducted for the purpose of improving

the program) and

summative evaluation (conducted for the purpose of

accountability which requires determining the overall
effectiveness or merit of the program).
Context Evaluation

 includes examining and describing the

context of the program being evaluated,
 conducting a needs and goals assessment,
 determining the objectives of the program,
determining whether the proposed objectives
will be sufficiently responsive to the identified
needs.
Input Evaluation
 includes activities such as a description of the program inputs
and resources,
 a comparison of how the program might perform compared to
other programs,
 a prospective benefit/cost assessment (i.e., decide whether you
think the benefits will outweigh the costs, before it is actually
implemented),
 an evaluation of the proposed design of the program, an
examination of what alternative strategies and procedures
should be considered and recommended.
 In short, this type of evaluation examines what the program
plans on doing. It helps in making program structuring decisions.
Process Evaluation
 includes examining how a program is being implemented,
 monitoring how the program is performing,
 auditing the program to make sure it is following required legal
and ethical guidelines, and
 identifying defects in the procedural design or in the
implementation of the program.
 Evaluators provide information about what is actually
occurring in the program.
 It can be helpful in making formative evaluation decisions
(i.e., decisions about how to modify or improve the program).
 In general, process evaluation helps in making implementing
decisions.
Product Evaluation
 includes determining and examining the general and specific
outcomes of the program
 measuring anticipated outcomes,
 attempting to identify unanticipated outcomes,
 assessing the merit of the program,
 conducting a retrospective benefit/cost assessment (to
establish actual worth or value), and/or conducting a cost
effectiveness assessment (to determine if the program is
cost effective compared to other similar programs).
 Product evaluation is very helpful in making summative
evaluation decisions (e.g., What is the merit and worth of the
program? Should it be continued?)