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| oH & B suggest it is “the systematic collection and analysis of data to address criteria to make judgments about the worth or improvement of something.” |
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-needs assessment
-formative (periodic)
-summative |
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•Means-End Theory
•Theory of Planned Behavior
•Mindfulness Theory
•Recreational Constraints Theory
•Seeking-Escaping Theory
•Serious Leisure
•Marginality Theory |
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•Attitudes
•Benefits or Motivations
•Satisfaction
•Occupational Commitment
•Specialization
•Place attachment
•Service Quality (ServQual)
•The Big 5 of Personality Traits
•Importance
•Performance
•User fees
•Environmental Concern
•Loyalty
•Recreation Ecology
•Gender
•Economic Impacts
•Self Efficacy
•Sensation Seeking
•Conflict
•Constraints
•Crowding
•Carrying Capacity
•Mindfulness
•Experience Use History
•Expectations
•Perceived Control
•Involvement
•Flow
•Sustainability
•Intention |
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•Criteria - purpose of the evaluation (what you are examining?)
•Evidence - data or facts (what information was collected & how)
•Judgment - findings (what does the data suggest?) |
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–Participants
–Personnel
–Policies (Administration)
–Program
–Places (Areas & Facilities)
–??? |
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–Knowledge
–Attitudes
–Skills
–Satisfaction
–Needs
–Wants
–Outcomes and Impacts
–Motivations
–??? |
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–Performance Feedback
•Formative and Summative Information |
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–Budgets
–Policy Surveys
–Cost-Benefit/Effectiveness
–Economic Impact Studies
–Risk Management |
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–Leadership
–Inputs (e.g., materials, supplies, resources needed to carry out program)
–Activities
–Delivery
–People Involvement
–Promotion
–Effectiveness (reactions from participants)
–Long-term impact on QOL |
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| places (areas and facilities) |
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–Quality
–Aesthetics
–Standards
–Planning (Master Plans)
–Agency Accreditation
–Carrying Capacity
–User Conflicts |
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| •The Why’s, What’s, Who’s, When’s, Where’s, and How’s |
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-what is the purpose?
-what is the background concerning issue? |
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-what will you primarily be evaluating?
-what are you specifically interested in learning about? |
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-who might want the information that will be gathered
-who will collect the data |
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what type of evaluation will be performed?
-timeline of completion |
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-where will study population be drawn from?
-where will evaluation be conducted? |
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-what type of data collected?
-how will sample be identified?
-how will costs be paid for? |
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| basic steps to defining your own instrument |
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Definition
1) Define the problem
2) Determine the contents – criteria
3) ID and categorize respondents
4) Dev’p items, structure, and format
5) Write directions, and
6) Ensure response – (Picking the appropriate method to collect data) |
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Definition
•Past, present, future
–Experience/behavior
•How many times do you anticipate …
–Opinion/value/attitude
•What did you like …
–Feeling (past or present only)
•How does volunteering make you feel?
–Knowledge (generally present time only)
•How many states are in the US?
–Background/Demographic
•How old are you? |
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Definition
–Open-ended
•commonly used when evaluator is unsure of possible responses
–Closed-ended
1) ordered with forced-choice
- Likert-scales [Table 2.6 (2), p. 145]
- even vs. odd # of choices?
- semantic differentials scales [Table 2.6 (3), p. 146]
- self-assessments
- e.g., “On a scale from 1-10, how would you rate…”
2) unordered
- rankings [Table 2.6 (4), p.147]
- validity issues – too many choices can be confusing
• difficult to say what rankings mean (i.e., is 1to 2 the same distance as 4 to 5)
3) Partially Close-ended
- using the “other” please explain category (refer to top of page 148 for example) |
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-General appearance => first impression counts
-Sequencing is key => begin with important stuff
-Save demographic ?’s for last => no brainer
-Group controversial items with less controversial
-If really contro. put at end
-Group ?’s based on content
-Use same type of question structure when possible
-Consider breaking into sections when content changes
-Be consistent with case, fonts, bold, underline, italics
–Use #’s to ID categories when possible
–Responses should all fit on the same page
–Leave enough space b/n ?’s; be consistent with spacing
–Color of instrument may matter
–Front page should include:
•Title, sponsor if appropriate, any needed directions, including please continue on next page
–Back cover should include a “Thank you”
–Clear directions are key throughout => tell people what they should do (e.g., check only one, circle all that apply, etc.) |
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-telephone
-personal
-group |
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| Strategies to Collect Quantitative Info |
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•Interval sampling
•Frequency counts
•Duration
•Latency recording
•Rating system
•Time sampling |
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| all people who might make up a particular group |
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oSampling refers to a representation of the population
oSoftball league : n =1000 (population)
oSample might be: n =278 |
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oRandom
drawn from a hat
oStratified
examine specific individual traits in study (activity, demographic)
oSystematic
pick every “n-th” person
oCluster
subdivides pop into groups |
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Definition
oPurposive
select sample based on a belief related to study- English class - freshman
oConvenience
sample happens to be present
oQuota
fulfill quota - 100 males & females
oExpert
supervisor of recreation |
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| things that affect a study |
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Definition
oHawthorne Effect
subject will do better when watched
oSocial Desirability Effect
giving the expected response versus how one may truly feel
oHalo Effect
rate higher based on favorable judgment of other related things (e.g., land-based staff are great, thus water-based staff must be just as good even though they might really be if a true judgment was made)
oAvis Effect (“we try harder”)
In experiment or quasi-experiment the control group tries harder - influence outcomes
oExpectancy Effect
researcher’s bias - expects certain outcome |
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Definition
oRandomization
oTest Reliability
test measures same thing every time
oSubject Retention
emphasize importance, give them attention and/or incentive
money
oSpecific to experiments or quasi-experiments:
oHave a control group – they get no intervention (e.g., no special treatment)
oBlind – person not aware of being in control/treatment (c/t) group
oDouble Blind- researcher not aware of who is in c/t |
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