Introducing Program Evaluation - Are we asking the right ?s
Here is a brief opening activity to introduce program evaluation by watching the following video about asking the right questions. In essence, the tool for program evaluation is 5 essential questions.
Consider pausing the video at the following 3 spots:
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Next, have individuals think of something GOOD that is happening in their school that they would like to share with someone new. Maybe an initiative or a program that is clearly making a difference for students (academically or culturally). Write this down, then record a very brief response to the following questions:
Finally, have participants stand and find someone new (or at least from a different table) and share something GOOD in their school, how they know it is making a positive impact on academics or culture, and what a few of the essential components that adults must do to assure a successful implementation.
- How do you know this "Good Thing" has a positive impact?
- If I'm interested in what this looks like, what are some of the essential steps (actions) that must be taken to assure success?
Finally, have participants stand and find someone new (or at least from a different table) and share something GOOD in their school, how they know it is making a positive impact on academics or culture, and what a few of the essential components that adults must do to assure a successful implementation.
Following this opening activity, it would be appropriate to have participants to begin looking at the "right questions" as adopted by MDE. Introduce that the MDE Program Evaluation and Program Planning Tools are based on 5 essential questions. For planning purposes, the document should progress from Q1 to Q5; however, for program evaluation, we work backwards from Q5 to Q4, then we have the option of digging deeper into Q3 - Q1.
For purposes of continuing the introduction, read Q#5 as a whole group and the "Ideal" description as provided by MDE. Hand out the Compact Program Evaluation PDF (or Doc) as seen on the right. Finally, consider the three sub-questions a) - c). Have a discussion about how individuals answered "How do you know this 'Good Thing' has a positive impact?" Compare the evidence participants can articulate with the ideal description and the sub-questions. Next, move to page two and rank your evidence for Q#5 by explaining a score cannot reach 3 or higher if there is not sufficient evidence. "Feeling" like the initiative has a positive impact on kids, |
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does not constitute sufficient evidence, though if staff has strong feelings feel free to allow rankings such as 2.9 (but not to reach 3). Repeat this process for Q#4 as well. Once people understand this simple process, they now have a way to perform a quick evaluation of all programs using the framework of the Program Evaluation Tool but without investing a tremendous amount of time for every program. To collect the information for all programs to better inform your decision on which program to choose to prepare a more thorough evaluation, simply plot each program on a four quadrant grid (PDF):