Twenty-First Century Program Evaluation: A Comparative Analysis of Three Frameworks-based Approaches (original) (raw)
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Program Evaluation Standards in Evaluation Scholarship and Practice
2023
Background: The Program Evaluation Standards that were developed and approved by the Joint Committee on Standards for Educational Evaluation have served as a resource to the broader evaluation field for over four decades. However, little evidence has been collected regarding the extent to which the standards have influenced the field through scholarship or professional practice.
The Program Evaluation Cycle Today
There has been strong pressure from just about every quarter in the last twenty years for higher education institutions to evaluate and improve their programs. This pressure is being exerted by several different stake holder groups simultaneously, and also represents the growing cumulative impact of four somewhat contradictory but powerful evaluation and improvement movements, models and advocacy groups. Consequently, the program assessment, evaluation and improvement cycle today is much different and far more complex than it was fifty years ago, or even two decades ago, and it is actually a highly diversified and confusing landscape from both the practitioner's and consumer's view of such evaluative and improvement information relative to seemingly different and competing advocacies, standards, foci, findings and asserted claims. Therefore, the purpose of this article is to present and begin to elucidate a relatively simple general taxonomy that helps practitioners, consumers, and professionals to make better sense of competing evaluation and improvement models, methodologies and results today, which should help to improve communication and understanding and to have a broad, simple and useful framework or schema to help guide their more detailed learning.
Issues in Higher Education Program Evaluation
1978
This new thro also sought to combine evaluation with existing budgetary, perkonnel, and anagerial systems. The current discussion is, grounded ip a survey, of several previCusly established review activities found in higher'education. These more traditional review activities included institutional and program accreditation, national ratings, institutional research, operations research, institutional traditions, and institutional self-study. These traditional activities have been contrasted with systematic efforts at several university campuses across the United States.
The Use of Multiple Evaluation Approaches in Program Evaluation
Articles should deal with topics applicable to the broad field of program evaluation. Articles may focus on evaluation methods, theory, practice, or findings. In all cases, implications for practicing evaluators should be clearly identified. Examples of contributions include, but are not limited to, reviews of new developments in evaluation, descriptions of a current evaluation study, critical reviews of some area of evaluation practice, and presentations of important new techniques. Manuscripts should follow APA format for references and style. Length per se is not a criterion in evaluating submissions.
Assessing the Effectiveness and Viability of an Academic Program
2017
The aim of this book is to propose a holistic conceptual framework for “program review” to assess the effectiveness and viability of an academic program and to improve the academic program and the education of the students. The proposed framework consists of three main components: program review process, program review principles and the program review measurement matrix. The framework and the methods used to create it will provide an opportunity to colleges and universities to undertake a robust and targeted approach to proactively and continuously review their academic programs to ensure that programs are functioning at the highest possible levels of academic quality and are consistent with the mission of the college or the university. The framework will transform the “program review” process into a continuing assessment activity rather than a periodic event.
Considerations in the Implementation of Program Evaluation
1973
Given the current, apparently favorable, .climate for introducing and implementing prograi evaluation schema, the author _ questions factors mitigating against success, and variables relevant to program evaluation..He cites two types of prpblems: technological or instrumental problems of methodology and measurement, and evaluation process into technological versus value aspects and, in preparatich. for program evaluation, cites the need for the simultaneous consideration of both technological and value aspects. Besides the issues of incredibility and confidence, there are the following-difficulties in program evaluation: 11) there is ono one ways, to perform evaluation; (2) there is no generic logical structure that will assure a aright method of choices; (3) evaluation ultimately becomes judgment as long as there is no ultimate ordering of priorities; and (4) the critical element in evaluation is who has the right to decide..Some specific suggestions for program evaluation conclude the report..(Author/LAA)
Teaching Program Evaluation Three Selected Pillars of Pedagogy
American Journal of Evaluation, 2008
Two challenges often associated with teaching program evaluation at the graduate level are the need to incorporate practical skills development and being limited to a one-semester-long course offering. The existing literature provides some information concerning a practical application component; however, there is almost no discussion of pedagogy or, more specifically, the selection of teaching strategies for a program evaluation course. This article explains and analyzes a pedagogical framework that has been used to teach program evaluation at a research university. The concepts and practices described may help those who plan to teach about program evaluation and other courses involving practical application components, particularly in an adult learner context. The article consists of four sections: (a) analysis of the pedagogical framework, (b) brief overview of the course, (c) explanation of how the pedagogy was integrated into the course, and (d) conclusions.
2018
In today's very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country's legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the "program review" assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to im...
Evaluation and Program Planning, 2007
time constraints (Chapter 4), their discussion of the differences was not satisfying to this reviewer to justify two separate chapters. The repetition of information throughout Chapters 2-8 seems unnecessary. Part III briefly but comprehensively introduces important methodological concepts that might not be covered in more basic science-focused design and analysis texts. The authors handily summarize qualitative methods (Chapter 12) and program theory (Chapter 9) and discuss the relevance of a mixed-method design (Chapter 13). The authors also succinctly introduce several common design strategies, but there is no citation supporting the assertion that these strategies are indeed the most widely used. In sum, this reviewer believes that this book is an introductory text appropriate for the inexperienced reader. The authors introduce a number of important, practical, and organizationally complex issues that evaluators regularly face. This reviewer believes that the RWE approach (Chapters 2-8) are better explicated within the context of the methods-driven Part III text, rather than the stand-alone chapters (in Part II), as readers with a basic research design and statistical background would most likely be aware of the RWE constraints. The book is a relatively easy but lengthy read and offers helpful generic checklists for evaluators. Disclaimer The views expressed in this review are those of the author and do not necessarily reflect the views or official policy of the
An Investigation Into Content Evaluation of Programs Between 2013 – 2018
Near East University Online Journal of Education
This research was conducted following specific content evaluation of programs between the period of 2015 – 2018 with limitations, a content analysis related studies on evaluation of programs to specify the direction of the research using qualitative study to analyze search results for four years. The Science Direct Data Base was searched to collect the data and journals were scanned to reach 72 studies. The aim of this research is to improve evaluation program effectiveness and to encourage researchers to study in this field. This study focused on program evaluation and answers were sought for distribution of studies by year of publication, subject area, country, method, and sample. The findings revealed that studies on program evaluation were mostly carried out in 2015 and 2018. The findings revealed that qualitative research was used more than quantitative and the mixed method. The result also revealed that most of the studies analyzed were in the area of teacher education and edu...