Program Evaluation Plan (Part 3)

Goals of Evaluation

Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.

The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.

For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.

Cultural Issues Affecting the Program

Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculators and revision materials for mathematics at home. This makes them poor in calculations and solving complex problems due to poor practice (Gelb, 2020). As a result, some students get to school lacking various basics and lag behind due to deficiencies in their homes. This also makes them to have shortcomings in knowledge and skills that lead to poor performances. However, this can be corrected by using time wisely while in school and utilizing the resources in the school premises properly to improve their skills by doing regular practice.

Another cultural issue is assumption and poor treatment of learners by teachers. Some teachers expect very less from learners from specific cultural backgrounds. When teachers have the mentality of students performing poorly for whatever reason, their teaching approaches align with their low expectation levels. This may affect the program negatively because no matter how much girls try to improve in math, their teachers have already formed a negative perspective. The teachers may not find it important to motivate the students to do well in math because they do not believe they have that potential.

This can be solved by helping teachers and students change mentalities that have been developed and associated with their cultures. Different people have different capabilities and can handle things their own way if properly directed.

Another issue that may affect the evaluation program is cultural differences between students. Some students believe that only people from a certain background can perform better in a certain subject. People from various cultural traditions may have different education approaches that differ from the approaches in American schools ("Current Issues in Education", 2020). It is important for the teachers to note such things and encourage students to work hard in all areas despite their differences in cultural beliefs. Students should not feel inferior because of being associated with various cultures. They should acknowledge they have what it takes and the ability to perform better in all areas. Teachers should understand the cultures of every student, and their students at an individual level. Teachers should treat all students the same despite their gender, racial or cultural backgrounds, and have high expectations for everyone in order to enable them to strive and reach their full potential.

Data Analysis and Assessment

The evaluation plan will be carried out using stratified random sampling. This sampling technique involves diving the study population into meaningful similar groups based on a specific characteristic called strata. Thereafter, a random sample is selected from every group. This type of sampling ensures proper representativeness on a trait of interest in the population. Through this sampling method, a wider range of population can be well studied without a large sample size.

The evaluation plan will use three methods of assessment which are formative, summative and process assessment. We will begin the program with process assessment. Process assessment identifies the milestone of the project, activities to be done, products to be expected, and the costs that are likely to be incurred in order to achieve the goals. Formative assessment is whereby the results are used to form and revise the process of an education plan. In case the plan needs any improvement or ways of strengthening it, formative assessment will help us identify that. Summative assessment helps in documenting outcomes and value judgment. Through summative assessment, we will have the necessary feedback about the quality of the plan. The initiation and implementation of the program will take three to four weeks. Evaluation will begin after three to four months through data collection and proper assessment.

Tasks, Costs Personnel, and Questions Involved in the Plan

Student Name:

Tanisha Hannah

Institution Affiliation:

Strayer University

Course:

Edu 571

Date:

March 8, 2020

Data collection is the process of gathering information that is relevant to act as evidence on a research project. People use diverse sources so that they can get enough data concerning their research to act as authentic and reliable data for them. There are different forms of data collection that a researcher might implement for their research topic. This paper will focus on discussing three sources that will be expected to be used during the evaluation process, seven open-minded interview queries to present to the target population, the issues that might be encountered in data collection and recommendation on how to maintain effective communication skills.

The evaluation process for “gender equity for girls in math” will depend on three different data sources that incorporate the primary, secondary and tertiary sources. Primary sources are the documents, diary or other initial sources of information that is created as well as serves as the original source of data for the research topic (Schindler, 2019). Primary sources of data are important and rely on the survey mechanism to gather information. In this research, the primary source of data will comprise of interviews using emails, telephones as well as face to face communication, designed questionnaires, statistical decretive writings, eyewitness accounts and legal documents. All this kind of primary data are necessary in the evaluation procedure of the research program.

The secondary sources that will be used incorporate the program records, data collected from other researches and government databases. The secondary sources depend on the data that is already existing and has already been gathered and supports the primary data. On the other hand, the tertiary sources of information are mostly utilized in the evaluation process because it offers information on the research topic. The tertiary sources include textbooks, encyclopedia, dictionaries and handbooks. These three sources of data are the best sources and main sources to include in a research to ensure that a research meets the requirements of a research paper. These three sources will offer information on gender equality when it comes to math for the girls/females.

The research will also incorporate some open-ended interview question that will help in acquiring more information concerning the program “gender equity for girls in math.” Through utilization of interviews, I believe that there will be an in-depth understanding of this issue as it has been an issue of concern for a long period of time (Schindler, 2019). The use of interview will assist in the process of evaluation. The questions are formulated based on the programs need to collect relevant information from diverse individuals. The following interview question will be addressed:

1. What is the meaning “gender equity for girls in math”?

2. How are these programs useful in schools?

3. How can this program be implemented in most of our schools?

4. What are the pitfalls of this program?

5. How do most of the institution perceive this program?

6. What should be done to advance this program?

7. What methods can be used to implement “gender equity for girls in math”?

These question are important for one to realize the importance of this program in our current curriculum or in our institution. “Gender equity for girls in math” is an issue that need to be addressed and the program is the best for ensuring that it has been upheld. Not until schools understand the important of this issue being addressed so that girls might feel comfortable and change their perception about mathematics.

In the process of gathering data through collecting, compiling, interpreting, and reporting the data, one might face various challenges. “Schindler (2019) affirms that the population may fail to participate in the questionnaire and fail to respond to the questions in truth.” One of the reason why people might respond with untrue information in the questionnaire is when they feel that the question being act affect their personal lives. Due to gender biasness people might also fail to participate on the questionnaire or offer biased information regarding the questions presented. Men do not like feeling inferior and if they do not view thing with an open mind they fail to offer true information.

There is also an issue when compiling data; one might face some difficulty when the information offered is not enough or might not meet the scope of discussion which might mean the information is not reliable (Mertler, 2016). During the process of interpreting data, there might be misunderstanding regarding what information is true and what data to rely on. When reporting data the information might be unreliable and the information presented might be inaccurate. So many challenges that an individual might face during the research, which might make the information irrelevant or inaccurate (Quinlan et al, 2019).

Stakeholders participate in a relevant role in the process of program evaluation through making the necessary contribution that facilitate the process. In the process of gathering and reporting data, it is important to communicate with the stakeholders. “Shamseer (2015) confirms that reports can also be presented through visual and oral form through news, presentations, posters, and exhibit. These two methods are useful in providing reports for the process. Even more, a combination of both written and visual reports is essential and will help provide sufficient information about the process (Bryman, 2016)” These individuals need to be educated on what is going on, incorporating sources of information and the methods of collecting data. The education regarding data collection will create a deeper understanding of the procedure for collection data which the stakeholder can be incorporates in the process of decision making. Stakeholders need to be in the meetings as well ensure that they comprehend the things happening and let them participate in discussions (Bell & Harley, 2018). “Apart from that, it is vital to promote transparency by providing regular updates to shareholders and don’t assume that communication is fluid. This will help reduce friction in the organization and strengthen the relationship with stakeholders. Shamseer (2015)”

Conclusion

There are different forms of data collection that a researcher might implement for their research topic. The evaluation process for “gender equity for girls in math” will depend on three different data sources that incorporate the primary, secondary and tertiary sources. There is also an issue when compiling data; one might face some difficulty when the information offered is not enough or might not meet the scope of discussion which might mean the information is not reliable. . Due to gender biasness people might also fail to participate on the questionnaire or offer biased information regarding the questions presented. Stakeholders participate in a relevant role in the process of program evaluation through making the necessary contribution that facilitate the process. In the process of gathering and reporting data, it is important to communicate with the stakeholders.

References

Educational program evaluation

Change either as an individual or in an institution setting is not an easy and simple thing and mostly involves numerous stages of transition or misunderstandings prior to being fully implemented as per the expectations. A planned approach involves the development of a model which illustrates the stages in the process of transition that illustrate how an institution is anticipated to adapt to the changes that are made. The approach is very important as one is dealing with evaluation of the effectiveness of certain changes as it gives a clear picture of what the real situation is and how institutions has either failed or succeed in implementing changes through any created program (Smith, 2017). Evaluation involves the systematic investigation of the merit, worth or significance of a project. The planned approach helps in ensuring that one has a step by step process which illustrates the expectations and thereby making the evaluation process much easier and simpler.

According to the recent research on the planned approach most of the organizations in the world have spared millions of money that they spend on evaluation of change projects through using the planned approach. The technique has enabled firms to follow up on their organizational change and to be able to determine the capability of the corporate in adopting the implemented changes and determining the significance of these changes. It has allowed firms to be able to effectively solve the challenges that arise during the transitioning process as well as to acquire optimal benefits from their change programs (Kerzner, 2017). The planned approach helps in guiding organizations in the operations so as to minimize problems that result from lack of effective communication and failure of reinforcing the desired behaviors. In addition, the technique helps in pointing out the expectations of the firms to employees as well as other individuals who might be involved in the process of transitioning. The planned approach is very simple and mechanistic and therefore this implies that any firm be it a small business, medium or large firms can be able to effectively use it to achieve their desired outcomes as well as to monitor the transition process to ensure that the outcomes gotten are the desired ones. The planned approach is mostly applicable in evaluation of school programs as it offers a step by step process showing the transition and the anticipated outcomes in every stage (Horton, 2018).

In order to conduct a need assessment, the evaluator has to find solutions to questions such as: What are the needs of the target population? What specific services are needed in the education program? What are the characteristics of the target population? What arrangements could be used to provide the needed mechanisms? Moreover, ensuring that the developed program addresses the current issues is important. Therefore, one has to evaluate the program through answers questions such as: Is the program meeting the set objectives? How does the targeted population interact with the program? Are the services provided by the program satisfactory to the target population? What are the perspectives of the personnel, administration and organization regarding the program? Finally, one evaluates the outcomes of the program are met through answering the questions: What benefits does the services and activities in the program yield? Is the target population being affected by the program in a negative way? Does the program solve the problem which caused change to be proposed? Is the program efficient in yielding the required outcomes? (Vedung, 2017).

In order to ensure that a program is efficient in solving the problem which demands for change, evaluation of efficiency of the program is very essential. Therefore, one has to understand how the program is helping meet the needs of the targeted population and the services which are offered by the program in ensuring that all people are benefiting from it. One has to list the needs of the population and match them with the services offered by the program so as to ensure that no one is left out by the program and to make sure that the program does not have services which do not concern the intended population (Beecher.et.al, 2017). The evaluation process checks how the program is operating an also points out any negative effects which might be caused by the program. In addition, assessment of the outcomes helps in bringing out a clear picture of how the program is actually ensuring that the set goals are achieved.

In evaluating the school programs, the stakeholders who are involved are the teachers, students, parents, administrators, staff members as well as the community members. These are the people who are concerned with the welfare of the school and therefore they should be involved in the development of education programs so that to ensure that their needs and perceptions are considered in the process of creating the program (Gates, 2017). This ensures that all stakeholders are able to determine what is expected of them and how the program will help make the society better. In order to obtain their involvement in this process, their views should be derived in the social activities that help address the social problems in communities.

References

Beecher, B., Arthur, L., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings. Cengage AU.

Gates, E. F. (2017). Learning from seasoned evaluators: Implications of systems approaches for evaluation practice. Evaluation, 23(2), 152-171.

Horton, D. (2018). SysCom Program Evaluation 2017.

Kerzner, H. (2017). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.

Smith, R. D. (2017). Strategic planning for public relations. Routledge.

Vedung, E. (2017). Public policy and program evaluation. Routledge.

Program Evaluation

Name:

Tanisha Hannah

Institute Name:

Strayer University

Course title:

EDU 571 Evaluating School Programs

Professor:

Antony Jacob

Date of Submission:

January 26, 2020

Program Evaluation Plan

Introduction

No matter which level of education one is attaining, they are bound to face many such issues that need proper addressing. That is why several such programs are launched that bring useful awareness and causes the students to come forth with their issues and solutions. In the same spirit, an educational program is being initiated here that is going to be very helpful for all students regardless of their age, course, and department.

The educational program that has been picked today is for the Masters Level students and the program name is gender equity for girls in math. This program's all features will be discussed underneath and one will get a complete review of what this program is about and how it is going to occur.

Main Elements

The main element of the program "gender equity for girls in Math" is something that needs urgent addressing. Females students are no less intelligent than male students and they have been excelling in every field just as any male peers. But then why it is that not many girls are seen to be excelling in the math field. Though, there are certain fields of science in which girls are known to be more enthusiastic to join such as medicine. But the purpose of this program is to evaluate why it is so that girls are reluctant to join math when there are numerous options in comparison to medicine is present here.

Through the following three main parts, the importance of this educational program research will be understood.

Type – this program is ideal because the need to have female intelligence in the math field is being felt. The program is a student’s program, to bring awareness to them and raise self-consciousness among students especially females. Also, the influence and role fellow male peers can play is highlighted and highly expected.

Department administrating – the department that will be administrating it will be the student's council, department of Math. It is used to the urgency of the matter that these departments have pressed the issue to be raised and they are more than willing to come forward to guide the female students about the bright future opportunities they somehow lack or how to find appealing, related to math.

Target population – the expected population target is students of Masters Level as they are at such point of their educational career that the majority of them tend to opt for jobs right after. They need assurance and guidance and that is why this program is initiated.

History

It has been observed that girls happen to be very hardworking (more than boys) and once they set their minds on something, nothing can beat them. Girls are loyal to their studies (at least the majority of them) and they want to excel to prove to the world. The main reason behind such a notion is that the world has been unfair and cruel to females when their education or jobs come. Workplace discrimination and academic hostility are something everyone is fully aware of.

That is why girls have the passion to prove that they are no less than anyone. They can do anything, at any time. But despite such passion and hard work, not many girls are seen joining the Math field. Whether it is due to the self-doubt or not certain about the future options, girls have never looked at these fields as something they want first handed. History has proven that many females were excellent mathematicians such as Sofya Kovalevskaya (1850 - 1891) and Emmy Noether (1882- 1935) and many others like them.

But recently, not many females’ contribution is noted in the field of math and it is high time to bring this to their knowledge that girls are equally suitable for the field of math and they can do wonders in them as well.

Purpose of the Program and Expectation

It is expected that through these programs, female students will realize what they are missing and how they can catch up on years of missing. The field of math is just as interesting as any other field, maybe more, no doubt they demand more mental strength and stability of senses but this is something females are more aware of than any other person. Therefore, it is expected that girls will do wonderful achievements once they join this field and take them to new heights.

Why this program was selected

The field of math is missing the contributions of girls. When evaluated this issue, it was found that girls are reluctant to join them due to the uncertainty, the unseen hardship, and not knowing whether this field is right for them or not. Through this program, female students will realize that these two fields are just like any other field and they can join them and perform excellently.

Advantages of this program

Through this program, girls will realize the importance of the math field and hopefully become eager to join it. other advantages besides the obvious one are as under:

· Self-evaluation about strengths and weaknesses

· Mental strength and challenging qualities and abilities are tested

· Any issue can be discussed with the students' council

· Meetings can be arranged with the math department.

· Meetings will those who are completing masters in math can be arranged.

· A self-assurance course will be held.

Issues and solutions

Though this program is very straight forward and idealistically, it would not face any issue but few are unavoidable. They are as under:

· Girls would be reluctant to talk about vulnerabilities

· Awkward long silences when a discussion of why girls are not joining is expected.

· Shyness can be observed

· Societal pressure does play its role

· The pressure on girls is more than ever as we are entering in a new era. They need to be sure and this makes them vulnerable and reluctant to talk about feelings

· Some strong opinions will be heard

· Harsh comments and opinions and suggestions will emerge.

To avoid such a situation, it would be better to ensure that there is no pressure and it must all be run like any other program. Girls should be expected to come forward and express themselves in a friendly and cooperating environment.

References:

Fennema, E. (1979). Women and girls in mathematics—Equity in mathematics education. Educational studies in mathematics, 10(4), 389-401.

Meece, J. L., Parsons, J. E., Kaczala, C. M., & Goff, S. B. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91(2), 324.

Rees, T. (2011). The gendered construction of scientific excellence. Interdisciplinary Science Reviews, 36(2), 133-145.

Yazilitas, D., Svensson, J., de Vries, G., & Saharso, S. (2013). Gendered study choice: A literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology. Educational research and evaluation, 19(6), 525-545.