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Along with expert training, a PowerPoint slide show accompanies handouts that contain an in depth approach to understanding, applying, implementing, assessing, and interpreting program evaluation research. Participants are given opportunities to apply their knowledge to their own situations by completing brief, illustrative exercises (we train using the adult learning model-you learn best by doing) that provide useful insight that can be taken back to their organization. The seminar generally lasts two days (but can be tailored to fit in a day and a half, or a full day).
Designing Effective Program Evaluations
Section One: Introduction
| • | What is evaluation research |
| • | Types of evaluation research |
| • | Special considerations of evaluation research |
| • | Ethical issues in evaluation research |
| • | Issues for organizations in evaluation research |
The focus of the first section is to develop an understanding of the full spectrum of program evaluation options and opens the door to the following, more specific activities and research.
Section Two: Needs Assessment Research
| • | What is needs assessment research |
| • | Sample needs assessment research questions |
| • | Types of needs assessments |
| • | Steps in conducting a needs assessment |
The focus of the second section is to establish the need for interventions, to clarify the objectives of the intervention, establish priorities among intervention objectives, as well as to establish a baseline for future process or outcome evaluation.
Section Three: Formative Evaluation Research
| • | What is formative evaluation research |
| • | Sample formative evaluation research questions |
| • | Types of formative evaluation research |
| • | Potential problems in conducting formative evaluation research |
| • | Steps in conducting formative evaluation research |
The focus of the third section is to resolve programmatic, intervention, and evaluation issues before the program is widely implemented. Section three also contributes to the conceptualization and design of programs, considering issues of: cost-feasibility, cost-usability, cost-benefit/effectiveness, political impact, and secondary effects.
Section Four: Process Evaluation Research
| • | What is process evaluation research |
| • | Sample process evaluation research questions |
| • | Steps in conducting process evaluation research |
The focus of the fourth section is to discover potential program problems, needs, and success. This section also describes, monitors and provides management/granting organizations with information on program progress.
Section Five: Outcome Evaluation Research
| • | What is outcome evaluation research |
| • | Sample outcome evaluation research questions |
| • | Factors determining the type of evaluation designs |
| • | Issues of validity and reliability |
The focus of the fifth section is to address the major types of the following research designs:
| • | True experimental designs |
| • | Quasi-experimental designs |
| • | Meta-analyses |
| • | Archival research |
Participants leave with an appreciation for program evaluations, the steps needed to evaluate programs, the beginnings of their own evaluations, as well as resources to ensure support of their own program evaluation.
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