Evaluation Models for Evaluating Educational Programs

Evaluation Models for Evaluating Educational Programs

Ernest W. Brewer (University of Tennessee, USA)
Copyright: © 2011 |Pages: 21
DOI: 10.4018/978-1-61520-745-9.ch007
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Abstract

This chapter provides a comprehensive overview of the literature related to three of the many evaluation models that can be applied to programs providing services (training, teaching, counseling, or any type of intervention) or products to students, personnel, or program participants. The three models addressed are the CIPP Evaluation Model, the Kirkpatrick Four-Step Evaluation Framework, and the Outcome-Base Evaluation Model. These models are capable of helping decision makers assess the effectiveness and efficiency of programs or projects. The following discussion is based on over 50 different sources in the literature and focuses on the advantages and disadvantages of these models.
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7.3 Uses Of Program Evaluation

Program evaluation can be beneficial in a variety of contexts. It can aid in developing a concrete understanding of a program’s intended outcomes and personnel requirements, or it can promote an analysis of the program’s efficiency and cost-effectiveness. Furthermore, program evaluations have expanded to encompass more complex issues, no longer focusing solely on establishing cause-and-effect relationships between expectations and outcomes. Instead, they are increasingly utilized for making program decisions that relate to effectiveness, efficiency, value, and adequacy based upon a variety of systematic data collections and analyses (Rossi & Freeman, 1993). Validity is ensured via the utilization of reproducible study techniques. Program evaluations, although varied in style of implementation, must produce a basis for valid comparisons between similar programs (McNamara, 2000).

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