Assignment Evaluation Planning View Rubric Due Date Mar 29,

Assignmentevaluation Planningview Rubricdue Datemar 29 2017 235959

Before data collection takes place in a program evaluation, those carrying out the evaluation need to respond to certain issues and make fundamental decisions. Evaluators must have clear knowledge of the program and its rationale, what information must be collected to make major decisions, the interventive methods to be used in the evaluation, the target audience for the information from the evaluation, when the information is needed, and what resources are available to collect the information. General Requirements: Use the following information to ensure successful completion of the assignment: · Locate a mission statement and program description from one existing organization to use as examples for this assignment. · Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment. · Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. · This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. · You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Directions: To assure that you are using an authentic mission statement and program description as examples for the assignment, locate a mission statement and program description from an existing organization. Directly quote and include the mission statement at the beginning of your paper being certain to cite and reference the source appropriately. Write a paper (1,000-1,250 words) in which you describe the basic evaluation plan of this program. Include the following in your paper: 1. A research-supported discussion of the importance of identifying the mission, goals, and objectives of a program before gathering program evaluation data. 2. A discussion of the research theory and process involved in developing performance indicators for a program. 3. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan. 4. A research-based rationale for the selection of tools for forecasting potential changes to the program, including projected changes in technology, agency clientele, and future opportunities and obstacles that face the future of the organization.

Paper For Above instruction

The foundation of any effective program evaluation is predicated on a clear understanding of the program's mission, goals, and objectives. Establishing these elements prior to data collection ensures that evaluation efforts are aligned with the organization’s core purpose and strategic priorities (Patton, 2008). The mission statement articulates the fundamental purpose and guiding principles of the organization, serving as a benchmark against which all subsequent evaluation processes are measured. Goals and objectives provide specific, measurable benchmarks that facilitate assessment of progress and effectiveness (Fitzpatrick, Sanders, & Worthen, 2011). For instance, a nonprofit organization focused on child literacy might have a mission to "advance literacy skills among underprivileged children," with goals encompassing increasing reading proficiency rates by 20% over three years and objectives outlining specific interventions and timelines. Identifying these elements beforehand helps evaluators determine relevant data, select appropriate performance indicators, and develop targeted evaluation questions, thereby ensuring that the evaluation activities contribute meaningfully to organizational improvement.

The development of performance indicators is a crucial step rooted in research-based theories of performance measurement and management (Neely, Gregory, & Platts, 1995). Performance indicators translate broad organizational goals into specific, quantifiable measures that can be tracked over time. Developing such indicators involves understanding the program's inputs, processes, outputs, and outcomes, and establishing metrics that reflect these components (Kusek & Rist, 2004). For example, if a goal is to improve patient satisfaction in a healthcare setting, relevant performance indicators could include patient wait times, post-discharge satisfaction surveys, or readmission rates. The process typically involves stakeholder engagement to ensure that indicators are meaningful and feasible to collect, coupled with validation against existing standards and research evidence. This systematic process supports data-driven decision-making and continuous quality improvement within the program.

Guiding the evaluation design are carefully formulated questions that align with the program’s purpose and evaluation objectives (Scriven, 1991). Developing these questions involves applying theories of inquiry and evaluation frameworks such as formative and summative assessments. Formative questions focus on understanding implementation processes and immediate effects, while summative questions evaluate overall effectiveness and impact (Patton, 2008). For example, a formative question might examine how well staff adhere to a new curriculum, whereas a summative question assesses whether student literacy outcomes have improved. Crafting these questions demands critical thinking and often multiple rounds of refinement, relying on theoretical models like the Logic Model, which links activities to anticipated results (W.K. Kellogg Foundation, 2004). Well-designed questions serve as the blueprint for data collection methods, analysis strategies, and ultimately, the validity of evaluation findings.

Forecasting potential changes to a program requires strategic foresight supported by research on emerging trends and environmental analysis. Tools such as SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and environmental scanning enable organizations to anticipate future challenges and opportunities, including technological advancements, shifts in clientele demographics, and organizational capacity (Pickton & Wright, 1998). For instance, rapid technological developments like telehealth platforms or data analytics tools may necessitate program adaptations to maintain relevance and effectiveness. Similarly, demographic changes such as an aging population may influence service demands, guiding organizations to modify their interventions accordingly. Selecting appropriate forecasting tools involves considering the organization's strategic context, resource availability, and stakeholder input. This proactive approach allows organizations to develop contingency plans and innovation strategies, ensuring resilience and ongoing improvement amid changing environments (Bryson, 2011).

In conclusion, a comprehensive evaluation plan hinges on clearly articulated mission, goals, and objectives, grounded in research-supported development of performance indicators and evaluation questions. Forecasting future organizational changes through validated tools enhances strategic planning and ensures adaptability. These components collectively enable organizations to evaluate effectively, make informed decisions, and advance their missions sustainably.

References

• Bryson, J. M. (2011). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. John Wiley & Sons.
• Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. Pearson.
• Kusek, J. Z., & Rist, R. C. (2004). Ten steps to a results-based monitoring and evaluation system. World Bank Publications.
• Neely, A., Gregory, M., & Platts, K. (1995). Performance measurement system design: A literature review and research agenda. International Journal of Operations & Production Management, 15(4), 80-116.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage Publications.
• Pickton, D., & Wright, S. (1998). What's swot in strategic analysis? Strategic Change, 7(2), 101-109.
• Scriven, M. (1991). Evaluation definitions and approaches. In R. E. Stake (Ed.), The Art of Case Study Research (pp. 157–183). Sage.
• W.K. Kellogg Foundation. (2004). The Logic Model Development Guide. Retrieved from https://www.wkkf.org/resources/article/2004/01/logic-model-development-guide