evaluation basics purpose of evaluation as adults and youth design and implement their evaluation,...
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Evaluation BasicsPurpose of Evaluation
As adults and youth design and implement their evaluation, there are several important principles that will help them be more effective…
![Page 2: Evaluation Basics Purpose of Evaluation As adults and youth design and implement their evaluation, there are several important principles that will help](https://reader035.vdocuments.net/reader035/viewer/2022070407/56649e385503460f94b287d5/html5/thumbnails/2.jpg)
EvaluationBasicsPrinciples of Evaluation
Planning for quality and impact (program development) helps youth leaders…
Develop programs strong and focused enough to make a difference
Develop programs with long-term impact
Develop and evaluate programs in stages, rather than trying to do “too much, too soon”
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Evaluation BasicsPrinciples of Evaluation
“Dosage,” or the right combination of program activity to produce change in knowledge, skill, or behavior, requires leaders to plan programs with appropriate…
Intensity: level of difficulty and amount of content;
Frequency: sequence of learning experiences, and
Duration: length of time
…to bring about the change they aim to achieve
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Evaluation BasicsPrinciples of Evaluation
The importance of intensity, frequency, and duration are illustrated in this example:
Pre-teens given 2 hrs/day of guided hands-on practice with a GPS device in a week-long Day Camp learned basic skills for operating the device; Similar peers who shared time on GPS devices did not learn basic skills
Note on intensity: Extensive guidance and
personal practice is more likely to produce results than more limited guidance and practice (but 4 hrs/day might be too much!)
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Evaluation BasicsPrinciples of Evaluation
The importance of intensity, frequency, and duration are illustrated in this example:
Overweight teens who were trained and tracked to follow a weight-reduction diet, changed eating habits and decreased weight during the six-week project but did not sustain results three months later
Notes on duration:Results suggest that the
first phase was long enough to produce expected results
Whatever happened after the second phase was not enough to sustain results
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Evaluation BasicsPrinciples of Evaluation
Programs are most likely to make a change in knowledge, skill, or behavior, programs through…
Evidence-based curricula, shown to produce specific results with a similar audience, or
Research-based practices, shown to promote generally positive effects with a similar audience…
…but program fidelity, or consistency with the original model is critical for achieving similar outcomes
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Evaluation BasicsPrinciples of Evaluation
Key questions in choosing curricula and practices:
What is the research evidence for this program?
How does that evidence match my program goals, audience, or conditions?
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Evaluation BasicsPrinciples of Evaluation
Key questions in using curricula and practices:
How closely am I following curriculum or practice guidelines (e.g., for intensity, frequency, duration)?
If I am not following the recommended guidelines do I expect the advertised results?
…program fidelity or consistency with the original model is critical for achieving similar outcomes
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Evaluation BasicsPrinciples of Evaluation
Programs are most likely to alter knowledge, skill, or behavior when targeted to the learner’s readiness for change, as described in these stages:
Pre-contemplation: Never thought about changeContemplation: Aware, but not considering changePreparation: Willing to try change; experimentingAction: Trying to make changes for 3-6 monthsMaintenance: Sustaining changes beyond 6 monthsRelapse: Breakdown of change efforts; need to re-try
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Evaluation BasicsPrinciples of Evaluation
A dropout prevention program targeted to the right level of change for teens interested in automobiles…
Youth may be prepared for Automotive program but have not contemplated a Plan-for-College program Positive hands-on experience with a caring, expert automotive trainer may lead to contemplation of science, technology, and math courses (and staying in school)
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Evaluation BasicsPrinciples of Evaluation
Middle School youth with strong science skills may be ready for applied programs that maintain or extend knowledge and skills……but science buffs may consider a
(pre)contemplation “Making Science Fun” program too simple and boring
Two-way communication in programs is critical to balancing challenge and support and tapping youths’ readiness to learn, serve, and lead
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Evaluation BasicsPrinciples of Evaluation
Planning for quality and impact (program development) helps youth leaders…
Develop long-term (high-impact) Programs rather than focus on short-term (lower-impact) activities
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Evaluation BasicsPrinciples of Evaluation
A long-term, multi-faceted Program typically produces deeper and broader results than one or more isolated “programs” or activities
A year of planned science, service, and life skills experiences usually results in more learning and applied practice than a series of unplanned events
Repeated participation in the same event, such as Presentation Contest or camp promotes more learning than random participation in unrelated events
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Evaluation BasicsPrinciples of Evaluation
Programs mature over time, and so should evaluations:
Newly-initiated programs benefit from Formative Evaluation tracking audience, goals, and quality
Established programs can begin Summative Evaluation including pre/post measures of outcomes
Mature programs are able to conduct more extensive evaluations of quality and outcomes, comparing results with matched groups
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Evaluation BasicsPrinciples of Evaluation
Program maturation refers to the level of operation achieved in a youth program. Evaluation goals and methods vary depending on the needs and capacities of program staff, participants, and stakeholders at any given time.
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Evaluation BasicsPrinciples of Evaluation
Keeping in mind the basic principles for program and evaluation success, leaders of youth programs can begin learning and using evaluation practices…