1. Background to Program Evaluation

2. Origins of Program Evaluation
Fairly recent in origin
Becoming more evident in Canada
Professional

3. Evolution of PE
Age of efficiency and testing. Evaluation and measurement treated similarly.
Age of Tyler. Ralph Tyler basic principles of curriculum and development. First to connect objectives and outcomes. What should schools seek to attain?

4. Evolution of PE
Age of Innocence. More emphasis on progress not effectiveness
1957 Sputnik Panic. What is wrong with education?
Age of expansion. Development of major theories.
present Age of professionalism. Creation of major professional organizations

5. Stake - Countenance model
Need for formalized evaluation
Not just anecdotal but descriptive data is necessary
Must include description and judgement
Includes intents, and observations, which are compared to standards then a judgement is made.

6. Stake - Countenance model
Is there congruence between what is intended and what is observed?
Contingency - What is the relationship between the variables? Is there a logical connection between an event and its purpose?

7. Stufflebeam - CIPP Based on making decisions
Based on Robert Tyler’s model of objectives and outcomes. Made this approach more systematic

8. Stufflebeam - CIPP
C - Context
I - Input
P - Process
P - Product

9. Provus - Discrepancy Improve existing models
Establish new and better programs
Greater accountability of educators to the public
Wiser decisions by administrators
Each step of a program is compared to what it should be

10. Provus D - Design content I - Installation P - Process P - Product
C - May include cost-benefit analysis

11. Scriven Simple approach to evaluation Goals versus roles
Goals - outcomes of the program. Reason for a program. Really need to study the goals of a program
Roles - the political dimension of the evaluation. Underlying motivation

12. Scriven - Summative and Formative
Formative - gives feedback during the delivery of a program for immediate or future modification.
Summative - Evaluation at the end of a program to see if it has been effective or has met its original goals.

13. Scriven - Goal-free Instead of using existing staff
Evaluation can be formative of summative
Outside evaluator is not made aware of program goals
Eliminates “tunnel vision”
Evaluator determines own path through the process.

14. Levine - Adversary Quasi-judicial
Involves two or more teams of evaluators
Evaluation takes up positive and negative opposing viewpoints
Very thorough look at both sides of a decision
Expensive

15. Rippey - Transactional
Involves all those impacted by an issue
Does not begin with a particular focus
Usually begins with some form of unrest or the initial stages of a potentially damaging situation
Converts conflict into productive activity and goals
Similar to appreciative inquiry in many ways

16. Rippey - Transactional
Initial phase - meeting with all stakeholders to determine issues
Instrumentation - collectively uncovering the issues for the conflict and creating an instrument to gauge responses to the perceived issues.
Program development - creation of ways to manage the issues
Program monitoring - assumption of responsibilities for ensuring program success
Recycling - feedback on all of the first four stages