Identify:

For this program evaluation design, I believe, due to the nature of the program, that a multiple entry
evaluation would be most beneficial, using both process and outcome evaluation approaches or rather
the integrative process/outcome evaluation approach.

As the rules and procedures of my program have already become routine, I feel that the program (as it
originally was) is at its mature stage. However, I want to ensure that the program is being implemented
as it was intended. At this point, I would like to initially evaluate activities and the short-term outcomes
(outputs) that the program set out to achieve. The use of the information gathered during the process
evaluation will help to determine whether the activities need to be changed or improved in an attempt
to get closer to attaining our long-term/ impact goals.

In addition, the long-term goals and impact of the program are crucial components in answering the
questions that have shaped the program evaluation itself. Thus, it is imperative to the organization to
know whether the implementation of the program is serving its purpose in helping the students to
improve in more ways that one. Based on the logic model of the program, there are outcomes to be
achieved at differing levels throughout the program, which once again, instills a need to ensure that the
program is being evaluated at these different stages throughout the process.

Describe & Rationalize: How will the process and outcome evaluation approaches operate in the
programs specific context? Why is this approach a good fit for my program?

Assessment Orientated Process Evaluation:

Meeting Accountability Needs: The accountability needs of a program are both the attainment of goals
and the implementation of the program. By utilizing the assessment orientated process evaluation
approach, I hope to pay close attention to the quality of the program by answering questions based on
the services that are being provided for the students by the teachers and how well equipped the
teachers are to provide for students to the best of their ability given the resources provided and their
knowledge.

Systematically meeting program improvement needs: According to Chen (2005), an advanced process
such as theory-driven process evaluation can also answer how the implementation of each element has
contributed to the overall quality of the program. As there are many activities that comprise the
program, I hope to be able to evaluate each component to determine which aspects need to see
improvements or changes. Measuring the short-term outcomes and methods used to understand the
needs for improvement.

Providing a context for interpreting outcome evaluation: To efficiently measure the outcome evaluation
and understand fully the relationship between interventions and outcomes, a process evaluation is
necessary when outcomes were not achieved as planned. For example, if a program produces none of
its expected outcomes, process evaluation will be able to provide information about the source of the
failure. (Chen, 2005) Furthermore, the data collected during this process will help the organization to
understand why the program has not made an impact and can help in understanding why the students
have yet to achieve the results and mind-set that they had initially set out to.
Outcome Evaluation:

When trying to evaluate the ultimate effect of a program one must seek to use the outcome evaluation
approach. According to Chen (2005), outcome evaluation is the rigorous assessment of what happened
thanks to a program. Moreover, due to the clear and consistent goals of this program, I feel that this
approach would be most applicable. Chen (2005) also states that theory -driven outcome evaluation
typically focuses on the change model by examining the relationships among intervention,
determinants, and outcomes. Furthermore, as I have chosen to focus not only on the process or on the
outcome evaluation approach, but rather the integrative approach that focuses on both process and
outcome to understand the relationships amongst these stages and to address any problems that may
arise at any stage (see figure 10.16). Because my program is of such a small scale, I feel that taking the
time to address and examine each component is necessary and achievable. In addition, I feel that this
approach with allow stakeholders to get a better understanding of how the program truly operates
(Chen, 2005).

Figure 10.16