Term
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Definition
is the process for evaluating program planning, implementation, and impact
Applying systematic research methods help
answer questions about:
1. program conceptualization and design
2. accountability during program implementation 3. program impact and efficiency
****True evaluation used to gather objective information
Pseudo research used for:
Organizational politics
Service promotion
Personal satisfaction |
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Term
| The evaluation process includes the following steps: |
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Definition
establishing agreement on the uses and purposes of the research
secure organizational commitment to evaluation and make research basic to the program
develop consensus on evaluation research within the department
write program objectives in observable and measurable terms
select the most appropriate criteria
determine the best way gather evidence
keep complete program records
use evaluation findings
report evaluation results to management
add to professional knowledge |
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Term
| 3 levels of program evaluation |
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Definition
Preparation
Implementation
Impact
The most common error in program evaluation is substituting measures from one level for those at another level |
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Term
| Evaluation of program preparation includes assessments of the: |
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Definition
Adequacy of background information used for designing the program
Organization and appropriateness of program and message strategy and tactics
Quality of program presentations |
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Term
| 3 methods used for measuring readability: |
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Definition
Flesch Formula
Measures difficulty & approximate educational level; based on sentence & word length
Gunning’s Fog Index
based on average sentence length and % of words with 3 or more syllables
Fang’s Easy Listening Formula (ELF) – listenablity of broadcast copy , speeches etc. |
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Term
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Definition
count the sentence, words, & syllables
computes the average sentence length—divides # of words by # of sentences
compute the average word length – divide # of syllables by # of words
use average in Readability Score Formula – Multiply average sentence length by 1.015. Multiply average word length by 84.6. Subtract the sum of these 2 numbers form the baseline value of 206.835 RS = 206.835-[(average sentence length X 1.015) + (average word length X 84.6)]
estimate the relative reading difficulty using Table 14.1; plain English score is at least 60 & conversation English scores at least 80 |
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Term
| Gunning Formula; FOG index |
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Definition
based on number of whole sentences in at least 2 samples
Divide the number of words in the sentences by the number of whole sentences
Count number of words with 3 or more syllables
Use formula: FOG Index= .04 X (average number of words per sentence + number of long words per 100 words
use table 14.2 p.371 for Grade levels |
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Term
| Evaluation of program implementation includes assessments of the: |
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Definition
number of messages sent and activities planned
number of messages placed in media and activities implemented
number who receive messages and activities
number who attend to messages and activities |
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Term
| Measuring implementation… |
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Definition
Keep records of distribution
Use clipping & monitoring services (Bacon’s PR & Media Information service, Burrell’s Press Clippings Service, etc.)
Determine the number of people potentially exposed to program messages; using circulation figures and audience-size data |
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Term
| Radio & TV use 4 methods to track |
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Definition
Diary
Meter
People meter
Telephone interviews |
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Term
| Evaluation of program impact includes assessments of the… |
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Definition
number who learn program content
number who change opinions
number who change attitudes
number who behave in desired fashion
number who repeat behaviors
nature of social and cultural changes |
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Term
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Definition
The benchmarks model depicts the use of formative research before and during the program to define the problem situation and to monitor the program in progress.
The final benchmark indicates the use of summative research after the program to determine program effects. |
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Term
| Interpreting and Using results of Evaluation |
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Definition
Summative Research – after the program
Formative Research – before and during the program
3 reasons why expected impact is not detected in the evaluations:
The theory behind the program strategy was faulty
Program failure; errors made when preparing and/or implementing the program
Evaluation methods did not detect the program impact |
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