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Program Evaluation Questions for Participants: A Comprehensive Guide
Introduction:
Are you struggling to effectively evaluate your program's impact? Do you want to gather meaningful feedback directly from the participants who benefit most? Understanding participant perspectives is crucial for program improvement and demonstrating success. This comprehensive guide provides a wealth of program evaluation questions for participants, categorized for clarity and effectiveness. We’ll move beyond simple satisfaction surveys, exploring questions that delve into behavioral changes, perceived impact, and areas for improvement. Whether you're evaluating a community outreach program, a corporate training initiative, or a volunteer effort, this guide will equip you with the tools to gather insightful data for impactful changes.
I. Understanding Your Program's Goals: Framing the Right Questions
Before diving into specific questions, it's essential to clearly define your program's objectives. What are you hoping to achieve? Are you aiming to improve knowledge, skills, attitudes, or behaviors? Understanding your goals will inform the types of questions you ask. For example, a program focused on improving financial literacy will require different questions than one aimed at enhancing emotional well-being. Start by clearly articulating your program's measurable goals and then tailor your questions to assess progress toward those goals. Consider using the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to define your objectives.
II. Assessing Participant Satisfaction and Engagement:
Gauging participant satisfaction is a crucial first step. However, simple satisfaction ratings aren’t enough. You need to understand why participants are satisfied or dissatisfied. Here are some effective questions:
Overall Satisfaction: "On a scale of 1 to 5, how satisfied were you with the program overall?" (Follow up with open-ended questions to explore their rating).
Specific Aspects: "How would you rate the following aspects of the program: (a) quality of instruction, (b) relevance of materials, (c) accessibility of resources, (d) overall organization?") (Use a rating scale for each aspect).
Engagement Levels: "How engaged did you feel during the program sessions? What contributed to your level of engagement (or lack thereof)?" (Open-ended question to encourage detailed responses).
Meeting Expectations: "Did the program meet your expectations? If not, how did it fall short?" (Open-ended question to identify areas for improvement).
Recommend to Others: "Would you recommend this program to others? Why or why not?" (Provides valuable insight into overall perception and word-of-mouth potential).
III. Measuring Behavioral Change and Skill Acquisition:
This section focuses on assessing whether the program led to demonstrable changes in participant behavior or skill acquisition. This is where you move beyond opinions and explore tangible outcomes.
Knowledge Gain: "What new knowledge or skills did you acquire through this program?" (Open-ended question allowing participants to self-report).
Skill Application: "How have you applied the knowledge or skills you gained in your daily life/work?" (This probes for real-world application and impact).
Behavioral Changes: "Has the program led to any changes in your behavior or habits? Please provide specific examples." (Focuses on tangible outcomes, demonstrating program effectiveness).
Challenges Overcome: "What were some challenges you faced while participating in the program, and how did you overcome them?" (Provides insights into potential barriers and opportunities for improvement).
Confidence Levels: "How confident do you feel in your ability to [specific skill/behavior] now, compared to before the program?" (Measures self-efficacy and perceived improvement).
IV. Identifying Areas for Improvement and Future Development:
Gathering feedback on what worked well and what could be improved is essential for program refinement.
Strengths of the Program: "What aspects of the program were most valuable or effective for you?" (Identifies best practices to replicate and strengthen).
Areas for Improvement: "What suggestions do you have for improving the program? What could have been done differently?" (Directly solicits feedback for improvement).
Suggestions for Future Programs: "What topics or activities would you like to see included in future iterations of this program?" (Provides insights into future program development).
Resource Needs: "Were there any resources or support you needed that weren't available during the program?" (Identifies resource gaps and unmet needs).
Accessibility and Inclusivity: "How accessible and inclusive was the program for you? Were there any barriers to participation?" (Assesses accessibility and potential biases).
V. Qualitative vs. Quantitative Data: Striking the Right Balance
The questions above combine both qualitative (open-ended, descriptive responses) and quantitative (numerical ratings, scales) data collection methods. This mixed-methods approach provides a richer, more nuanced understanding of program impact. Quantitative data provides summaries and trends, while qualitative data offers deeper context and explanations. Analyzing both types of data is crucial for a comprehensive evaluation.
Ebook Outline: "Program Evaluation: Gathering Participant Insights for Impact"
Introduction: Defining Program Evaluation and its Importance
Chapter 1: Setting Clear Goals and Objectives
Chapter 2: Designing Effective Questionnaires: Types of Questions & Question Wording
Chapter 3: Assessing Participant Satisfaction and Engagement
Chapter 4: Measuring Behavioral Change and Skill Acquisition
Chapter 5: Identifying Areas for Improvement and Future Development
Chapter 6: Analyzing and Interpreting Data: Qualitative and Quantitative Approaches
Chapter 7: Reporting Findings and Communicating Impact
Conclusion: Utilizing Evaluation Data for Program Enhancement
(Each chapter would then expand on the points mentioned in the outline above, providing detailed examples, templates, and best practices for each section.)
Frequently Asked Questions (FAQs):
1. What is the best way to administer program evaluation questions to participants? Online surveys, in-person interviews, focus groups, and post-program questionnaires are all viable options, depending on your resources and program context.
2. How many questions should I include in my evaluation? Keep it concise! Aim for a balance between gathering sufficient data and avoiding participant fatigue. A shorter, well-focused survey is often better than a long, rambling one.
3. How can I ensure participant anonymity and confidentiality? Clearly state your commitment to privacy in your introduction. Avoid collecting personally identifying information unless absolutely necessary.
4. How do I analyze qualitative data from open-ended questions? Utilize thematic analysis to identify recurring themes and patterns in participant responses.
5. What statistical analyses are appropriate for quantitative data? Descriptive statistics (means, frequencies) are a good starting point. More advanced analyses might be appropriate depending on your research questions.
6. How can I ensure my evaluation questions are unbiased? Carefully review your questions for potential bias. Pilot test your questionnaire with a small group before administering it to a larger sample.
7. What if I have low participant response rates? Follow up with non-respondents. Offer incentives for participation (if appropriate). Analyze the characteristics of respondents to identify potential biases.
8. How can I use evaluation data to improve my program? Prioritize areas for improvement based on the data. Develop action plans to address identified weaknesses. Track progress over time.
9. Where can I find additional resources on program evaluation? Consult academic journals, government websites, and professional organizations focused on program evaluation.
Related Articles:
1. Developing Effective Program Goals and Objectives: This article guides you through the process of setting SMART goals for your program, crucial for effective evaluation.
2. Designing Engaging Survey Questions: This article explores best practices for crafting clear, concise, and unbiased questions for your participant surveys.
3. The Importance of Qualitative Data in Program Evaluation: This article emphasizes the value of rich, descriptive data in understanding program impact beyond simple numbers.
4. Analyzing and Interpreting Qualitative Data: This resource provides practical guidance on techniques for analyzing open-ended responses and identifying meaningful themes.
5. Using Statistical Software for Program Evaluation: This article covers basic statistical methods for analyzing quantitative data from your program evaluation.
6. Reporting Your Findings: Communicating Program Impact: This article explains how to effectively present your evaluation results to stakeholders.
7. Program Evaluation Best Practices: A comprehensive overview of essential strategies for effective program evaluation.
8. Addressing Challenges in Program Evaluation: This article discusses common difficulties encountered in program evaluation and strategies for overcoming them.
9. Ethical Considerations in Program Evaluation: This article focuses on ensuring ethical and responsible data collection and analysis practices.
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| program evaluation questions for participants: Evaluation Fundamentals Arlene Fink, 2014-02-25 The Third Edition of Arlene Fink’s Evaluation Fundamentals teaches the basic concepts and vocabulary necessary to do program evaluations and review the quality of evaluation research to make informed decisions about methods and outcomes to meet scientific and community needs. Dr. Fink thoroughly examines such issues as how to justify evaluation questions and set standards of effectiveness, design studies, identify best practices, and conduct ethical research. The book contains numerous examples of evaluation methods, as well as evaluation reports. It also includes practice exercises and suggested readings in print and online. Individuals can use the New Edition successfully on their own or in small or large groups. |
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| program evaluation questions for participants: Program Evaluation Kenneth J. Linfield, Emil J. Posavac, 2018-09-03 This text provides a solid foundation in program evaluation, covering the main components of evaluating agencies and their programs, how best to address those components, and the procedures to follow when conducting evaluations. Different models and approaches are paired with practical techniques, such as how to plan an interview to collect qualitative data and how to use statistical analyses to report results. In every chapter, case studies provide real world examples of evaluations broken down into the main elements of program evaluation: the needs that led to the program, the implementation of program plans, the people connected to the program, unexpected side effects, the role of evaluators in improving programs, the results, and the factors behind the results. In addition, the story of one of the evaluators involved in each case study is presented to show the human side of evaluation. This new edition also offers enhanced and expanded case studies, making them a central organizing theme, and adds more international examples. New online resources for this edition include a table of evaluation models, examples of program evaluation reports, sample handouts for presentations to stakeholders, links to YouTube videos and additional annotated resources. All resources are available for download under the tab eResources at www.routledge.com/9781138103962. |
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| program evaluation questions for participants: Program Evaluation in School Counseling Michael S. Trevisan, John C. Carey, 2020-02-28 Program Evaluation in School Counseling is the first book on program evaluation that looks to the field and literature of program evaluation and then relates methods, procedures, and practices back to the practice of school counseling. Written by two accomplished authors who teamed up to build evaluation capacity among school and school-based counselors internationally, the book highlights their interdisciplinary work, covering many years and several continents. Based on the authors’ model for teaching program evaluation and their research on school counselor competence in program evaluation, this concise, clear, and practical guide supports the continuing professional development of school counselors through training, workshops, and self-study. This book addresses the program evaluation knowledge, skills, and understandings that school-based counselors are expected to use in line with the CACREP 2016 Standards. The book is intended as a companion text for university courses in research methods and/or in the organization and administration of counseling services. It is also appropriate as a self-study guide to help practicing school counselors develop expertise in evaluation. |
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| program evaluation questions for participants: Evaluating Professional Development Thomas R. Guskey, 2000 Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability. |
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| program evaluation questions for participants: Are Participants Good Evaluators? Jeffrey Smith, Alexander Whalley, Nathaniel Wilcox, 2021-10-15 Managers of workforce training programs are often unable to afford costly, full-fledged experimental or nonexperimental evaluations to determine their programs’ impacts. Therefore, many rely on the survey responses of program participants to gauge program impacts. Smith, Whalley, and Wilcox present the first attempt to assess such measures despite their already widespread use in program evaluations. They develop a multidisciplinary framework for addressing the issue and apply it to three case studies: the National Job Training Partnership Act Study, the U.S. National Supported Work Demonstration, and the Connecticut Jobs First Program. Each of these studies were subjected to experimental evaluations that included a survey-based participant evaluation measure. The authors apply econometric methods specifically developed to obtain estimates of program impacts among individuals in the studies and then compare these estimates with survey-based participant evaluation measures to obtain an assessment of the surveys’ efficacy. The authors also discuss how their findings fit into the broader literatures in economics, psychology, and survey research. |
| program evaluation questions for participants: The Practice of Health Program Evaluation David Grembowski, 2015-09-16 Reflecting the latest developments in the field, the Second Edition provides readers with effective methods for evaluating health programs, policies, and health care systems, offering expert guidance for collaborating with stakeholders involved in the process. Author David Grembowski explores evaluation as a three-act play: Act I shows evaluators how to work with decision makers and other groups to identify the questions they want answered; Act II covers selecting appropriate evaluation designs and methods to answer the questions and reveal insights about the program’s impacts, cost-effectiveness, and implementation; and Act III discusses making use of the findings. Packed with relevant examples and detailed explanations, the book offers a step-by-step approach that fully prepares readers to apply research methods in the practice of health program evaluation. |
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| program evaluation questions for participants: Program Evaluation and Performance Measurement James C. McDavid, Irene Huse, Laura R. L. Hawthorn, 2012-10-25 Program Evaluation and Performance Measurement: An Introduction to Practice, Second Edition offers an accessible, practical introduction to program evaluation and performance measurement for public and non-profit organizations, and has been extensively updated since the first edition. Using examples, it covers topics in a detailed fashion, making it a useful guide for students as well as practitioners who are participating in program evaluations or constructing and implementing performance measurement systems. Authors James C. McDavid, Irene Huse, and Laura R. L. Hawthorn guide readers through conducting quantitative and qualitative program evaluations, needs assessments, cost-benefit and cost-effectiveness analyses, as well as constructing, implementing and using performance measurement systems. The importance of professional judgment is highlighted throughout the book as an intrinsic feature of evaluation practice. |
| program evaluation questions for participants: Handbook on Measurement, Assessment, and Evaluation in Higher Education Charles Secolsky, D. Brian Denison, 2012-03-22 Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The Handbook on Measurement, Assessment, and Evaluation in Higher Education provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education. Special Features: Contributing Authors are world-renowned scholars across the fields of measurement, assessment, and evaluation, including: Robert E. Stake, Trudy W. Banta, Michael J. Kolen, Noreen M. Webb, Kurt Geisinger, Robert J. Mislevy, Ronald K. Hambleton, Rebecca Zwick, John Creswell, and Margaret D. LeCompte. Depth of Coverage includes classroom assessment and student outcomes; assessment techniques for accountability and accreditation; test theory, item response theory, validity and reliability; qualitative, quantitative and mixed-methods evaluation; context and ethics of assessment. Questions and Exercises follow each Section to reinforce the valuable concepts and insights presented in the preceding chapters. Bridging the gap between practice in higher education with advances in measurement, assessment, and evaluation, this book enables educational decision-makers to engage in more sound professional judgment. This handbook provides higher education administrators with both high-level and detailed views into contemporary theories and practices, supplemented with guidance on how to apply them for the benefit of students and institutions. |
| program evaluation questions for participants: Program Evaluation for Social Workers Richard M. Grinnell Jr, Peter A. Gabor, Yvonne A. Unrau, 2015-10-19 Now in its seventh edition, this comprehensive text once again provides beginning social work students and practitioners with a proven, time-tested approach to help them understand and appreciate how to use basic evaluation techniques within their individual cases (case-level) and the programs where they work (program-level). As with the previous six editions, this text is eminently approachable, accessible, straightforward, and most importantly, practical. |
| program evaluation questions for participants: International Encyclopedia of Education , 2009-04-17 The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files |
| program evaluation questions for participants: Designing Educational Project and Program Evaluations David A. Payne, 2012-12-06 Drawing upon experiences at state and local level project evaluation, and based on current research in the professional literature, Payne presents a practical, systematic, and flexible approach to educational evaluations. Evaluators at all levels -- state, local and classroom -- will find ideas useful in conducting, managing, and using evaluations. Special user targets identified are state department of education personnel and local school system administrative personnel. The volume can be used by those doing evaluation projects `in the field', or as a text for graduate courses at an introductory level. The book begins with an overview of the generic evaluation process. Chapter Two is devoted to the criteria for judging the effectiveness of evaluation practice. Chapter Three addresses the all important topic of evaluation goals and objectives. Chapters Four, Five and Six basically are concerned with the approach, framework, or design of an evaluation study. Chapter Four contains a discussion of four major philosophical frameworks or metaphors and the implications of these frameworks for conducting an evaluation. Chapters Five and Six describe predominantly quantitative and qualitative designs, respectively. Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed. The final chapter of the book (Chapter Ten) considers the evaluation of educational products and materials. |
| program evaluation questions for participants: Program Evaluation Robert L. Schalock, C.V.D. Thornton, 2013-11-11 This book is written to help human service program administrators either in terpret or conduct program evaluations. Our intended audience includes admin istrators and those students being trained for careers in human services administration. Our focus is on persons interested in assessing programs in which people work with people to improve their condition. The book's title, Program Evaluation: A Field Guide for Administrators, describes how we hope you use this book-as a tool. In writing the book, we have attempted to meet the needs of persons who have to conduct program evaluations as well as those who must use those evaluations. Hence, we have attempted to make the book user friendly. You will find, for example, numer ous guidelines, cautions, and specific suggestions. Use the book actively. Our primary motive is to help administrators make better decisions. In fact, the primary reason for program evaluation is to help program administrators make good decisions. These decisions often must balance the goals of equity (or fairness in the distribution of goods and services among people in the economy), efficiency (obtaining the most output for the least resources), and political feasi bility. Take, for example, the administrator who must decide between a new program favored by some of the program's constituents, and maintaining the status quo, which is favored by other constituents. |
| program evaluation questions for participants: User-friendly Handbook for Mixed Method Evaluations Joy A. Frechtling, Laure Metzger Sharp, 1997 In the evaluation of the process and effectiveness of projects funded by the NSF's Directorate for Education, experienced evaluators have found that most often the best results are achieved through the use of mixed method evaluations combining quantitative and qualitative techniques. Aimed at users who need practical rather than technically sophisticated advice about evaluation methodology, this handbook includes an in-depth discussion of the collection and analysis of qualitative data and examines how qualitative techniques can be combined effectively with quantitative measures. Bibliography. Glossary. Worksheets. |
| program evaluation questions for participants: Latino Social Policy Juana Mora, David Diaz, 2015-12-22 Examine alternative strategies to resolving important Latino social issues! Latino Social Policy: A Participatory Research Model examines the failure of traditional research methods to address major social needs in Latino communities, promoting instead a participatory/action approach to research that is socially—and scientifically—meaningful. Experts from a variety of disciplines focus on nontraditional strategies that engage community residents in community-research projects, shortening the distance between the researcher and the “subject.” This unique book recounts lessons learned on conducting Participatory Action Research (PAR) in Latino communities using techniques based on anthropology, education, community health and evaluation, and urban planning. Latino Social Policy: A Participatory Research Model addresses non-traditional methods of reducing the tension between the reality of interaction with the subject community and the academic training structures used by researchers. The book promotes a new vision and practice of research design in which the “subject” is central to the process, advocating a participatory approach to produce qualitatively different research based on community identified problems and needs. Contributors examine the value of integrating local knowledge, language, and culture into the methodological design, the ethics of conducting research in Latino communities, and the internal conflicts Chicana/o researchers face within their profession and in the field. Topics addressed in Latino Social Policy: A Participatory Research Model include: community health and Central Americans in Los Angeles ethnography and substance abuse among transnational Mexican farmworkers identity and field research in Mexico the Latino Coalition for a New Los Angeles (LCNLA) researcher/community partnerships and much more! Latino Social Policy: A Participatory Research Model includes case studies, ethnographies, and vignettes that illustrate participatory approaches and outcomes in Latino research. The book is equally valuable as a textbook for academics and students working in the social sciences, public policy, and urban planning, and as a professional guide for community leaders and organizations interested in developing research partnerships. |
| program evaluation questions for participants: Campus Diversity Triumphs Sherwood Thompson, 2018-08-28 This book provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States. |
| program evaluation questions for participants: Health Promotion Evaluation Practices in the Americas Louise Potvin, David V. McQueen, 2008-10-26 More and more, health promotion is a crucial component of public health, to the extent that public health interventions are called on to prove their effectiveness and appraised for scientific validity, a practice many in the field consider self-defeating. Health Promotion Evaluation Practices in the Americas cogently demonstrates that scientific rigor and the goals of health promotion are less in conflict than commonly thought, synthesizing multiple traditions from countries throughout North, Central, and South America (and across the developed-to-developing-world continuum) for a volume that is both diverse in scope and unified in purpose. The book’s examples—representing robust theoretical and practical literatures as well as initiatives from Rio de Janeiro to American Indian communities—explain why health promotion evaluation projects require different guidelines from mainstream evaluative work. The editors identify core humanitarian principles associated with health promotion (participation, empowerment, equity, sustainability, intersectoral action, multistrategy, and contextualism), while chapters highlight challenges that must be mastered to keep these principles and scientific objectives in sync, including: (1) Building health promotion values into evaluation research projects. (2) Expanding the use of evaluation in health promotion. (3) Developing meaningful evaluation questions. (4) Distinguishing between community-based participation research and evaluation-based participation. (5) Evaluating specifically for equity. (6) Designing initiatives to foster lasting social change. The applied knowledge in Health Promotion Evaluation Practices in the Americas: Values and Research can bring the goals of intervention into sharper focus for practitioners, evaluators, and decision-makers and facilitate communication on all sides—necessary steps to progress from study findings to real-world action. |
| program evaluation questions for participants: Effective Chemistry Communication in Informal Environments National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Division on Earth and Life Studies, Board on Chemical Sciences and Technology, Committee on Communicating Chemistry in Informal Settings, 2016-09-19 Chemistry plays a critical role in daily life, impacting areas such as medicine and health, consumer products, energy production, the ecosystem, and many other areas. Communicating about chemistry in informal environments has the potential to raise public interest and understanding of chemistry around the world. However, the chemistry community lacks a cohesive, evidence-based guide for designing effective communication activities. This report is organized into two sections. Part A: The Evidence Base for Enhanced Communication summarizes evidence from communications, informal learning, and chemistry education on effective practices to communicate with and engage publics outside of the classroom; presents a framework for the design of chemistry communication activities; and identifies key areas for future research. Part B: Communicating Chemistry: A Framework for Sharing Science is a practical guide intended for any chemists to use in the design, implementation, and evaluation of their public communication efforts. |
| program evaluation questions for participants: Assessment and Planning in Health Programs Bonni Hodges, Donna M. Videto, 2011-08-24 Assessing individual and community needs for health education, planning effective health education programs, and evaluating their effectiveness, are at the core of health education and promotion. Assessment and Planning in Health Programs, Second Edition provides a grounding in assessment and evaluation. Written in an accessible manner, this comprehensive text addresses the importance and use of theories, data collection strategies, and key terminology in the field of health education and health promotion. It provides an overview of needs assessment, program planning, and program evaluation, and explains several goals and strategies for each. |
| program evaluation questions for participants: Program Evaluation David Daniel Royse, Bruce A. Thyer, 1996 Well-known in the field, Royse and Thyer present and simplify all the essentials needed for a critical appreciation of evaluation issues and methodology. From this text, students will learn how to gather evidence and demonstrate that their interventions and programs are effective in improving clients' lives. This text is known for its student-friendly writing style and clear presentation of concepts, as well as its hands-on and applied focus. |
| program evaluation questions for participants: Evaluating Civic Youth Work Ross VeLure Roholt, Michael Baizerman, 2018-06-06 Youth civic engagement efforts have become common across the globe. With the ratification of the UN Convention on the Rights of the Child, many have turned to civic engagement methodologies to create opportunities for young people to have a voice in decisions that affect them. With the dissemination of youth civic engagement practice, there is a need to evaluate these efforts to satisfy funders, stakeholders, and participants. As a social innovation, youth civic engagement efforts present unique issues to evaluation and invite innovative and participatory evaluation designs. This volume brings together experienced evaluators, evaluation and youth civic engagement scholars, and civic youth workers to inform evaluation designs for youth civic engagement practice and programs. The book uses the US Center for Disease Control's framework for evaluation process, and explores issues, questions, and choices an evaluator can make when designing an evaluation of youth civic engagement practices. The heart of the book includes case studies written by professional evaluators, evaluation and youth scholars, and youth workers to define issues for each stage and provide guidance for others who want to design a robust, rigorous, and responsive evaluation for youth civic engagement initiatives and practices. The final chapters of the book provide straightforward and clear guidance for beginning to intermediate evaluators when designing and conducting evaluation studies. |
| program evaluation questions for participants: Agency-Based Program Evaluation Stephen A. Kapp, Gary R. Anderson, 2010 This book begins with the context of an agency-based evaluation and describes the method within that context. Students will gain a more complete understanding of this contextual challenge and will learn techniques for operating in the face of these challenges. |
| program evaluation questions for participants: Program Evaluation Emil J. Posavac, 2015-07-22 Comprehensive yet accessible, this text provides a practical introduction to the skills, attitudes, and methods required to assess the worth and value of human services offered in public and private organizations in a wide range of fields. Students are introduced to the need for such activities, the methods for carrying out evaluations, and the essential steps in organizing findings into reports. The text focuses on the work of people who are closely associated with the service to be evaluated, and is designed to help program planners, developers, and evaluators to work with program staff members who might be threatened by program evaluation. |
| program evaluation questions for participants: Programs and Activities Mark D. Martin, 2010 |
| program evaluation questions for participants: Coaching in Medical Education - E-Book Maya M. Hammoud, Nicole M. Deiorio, Margaret Moore, Margaret Wolff, 2022-02-18 Today's medical school coaching programs integrate a wide variety of personalized goals, including professional identity formation and academic performance, as well as community building, leadership and lifelong learning skills, clinical skill development, and more.?Coaching in Medical Education, part of the American Medical Association's MedEd Innovation Series, is a?first-of-its-kind, instructor-focused field book?that that equips educators to coach medical students or run an effective medical student coaching program, increasing the likelihood of medical student (and thus physician) success. - Gives clear guidance on coaching, as well as how to design, implement, and evaluate a coaching program in today's institutions. - Explains the difference between coaching and traditional advising. - Provides various approaches for different levels of learners—remedial to advanced, UMG through GME. - Offers practical frameworks for individual, team, and peer coaching. - Discusses how to use coaching to enhance wellbeing, strengthen leadership skills, foster personalized academic and career development, and resilience during change and acute uncertainty. - Contains tools for creating an ethical, equitable, and inclusive coaching program. - Includes a chapter focused on Assessment and Program Outcomes. One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the Accelerating Change in Medical Education Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects. |
| program evaluation questions for participants: Federal Register , 1978 |
