Develop A 5–7 Page Evaluability Assessment Using Vito & Higg

Develop a 5-7 Page Evaluability Assessment Using Vito & Higgins

This assignment requires you to develop a 5-7 page evaluability assessment for your chosen problem (from the Evaluation Strategy Paper) using Vito & Higgins evaluability assessment approach in Chapter 4. You will identify and describe the program theory by outlining the components of the program and determining which of them is measurable. You must cover the following in the paper: identify the purpose and scope of the assessment, develop a program template that describes the goals and objectives of the program, and create a short list of questions (5–10) for a focus group or an interview that will help narrow down the scope of the program. You must discuss each theory that supports different aspects of the program if multiple theories are being used.

You do not need to address how the program will be analyzed, this will be covered in the Program Impact Paper. You must follow the outline recommended in Chapter 4 of Vito & Higgins.

Assignment specifics: · 5-7 double-spaced pages of content, not counting title page, abstract, or references. · The paper will be double spaced and use Times New Roman 12-point font. · There must be a separate title and reference page. · Citations from 5 scholarly sources must be used. · Citations will be in APA format.

Paper For Above instruction

The purpose of this evaluability assessment is to determine the readiness of the selected program for thorough evaluation by utilizing the Vito & Higgins evaluability assessment approach. This process entails delineating the program's foundational components, clarifying its goals, objectives, and underlying theories, and establishing measurable elements that can be evaluated effectively. The scope of the assessment includes an analysis of the program’s theoretical framework, stakeholder expectations, and operational structure to ensure that evaluation efforts are feasible and meaningful.

Developing a comprehensive program template is integral to this assessment. This template should articulate the program's primary goals—such as improving community health outcomes or reducing recidivism—and specific objectives, like increasing access to services or enhancing participant skills. For example, if the program aims to reduce juvenile delinquency, objectives might include increasing youth engagement in preventive activities and improving family support systems. The template must also specify the inputs, processes, outputs, and anticipated short-term and long-term outcomes, aligning with the logic model approach outlined by Vito and Higgins (2014).

Identifying measurable components within the program is crucial. These components include tangible activities, behaviors, or outcomes that can be observed or quantified. For instance, the number of participants served, attendance rates at program events, or pre-and post-intervention assessments can serve as measurable indicators. Clearly defining these aspects enables evaluators to monitor progress and determine the program’s effectiveness effectively.

A key element of this assessment involves formulating focused, targeted questions suitable for a focus group or interview with stakeholders. These questions should aim to clarify the program’s scope, gather insights about implementation challenges, and identify critical outcomes. Examples include: "What are the most valued aspects of the program for participants?", "What barriers do you see in achieving the program’s objectives?", and "Which outcomes do you believe are most indicative of program success?" A concise list of 5–10 questions will facilitate stakeholder engagement and help refine evaluation focus areas.

Theoretical frameworks underpinning the program are integral to understanding its design and expected outcomes. If multiple theories inform the program, each should be discussed explicitly, explaining how they support different components or activities. For example, a program based on Social Cognitive Theory might focus on behavioral modeling and reinforcement, while a theory of change might underpin the overall strategy for achieving long-term impacts. Clarifying these theories ensures that the evaluation can measure outcomes aligned with the theoretical assumptions, thereby providing valid insights into program performance.

It is important to note that this assessment does not include a plan for analyzing the program impact—that aspect belongs to the subsequent Program Impact Paper. The evaluability assessment ensures that the program is structured sufficiently for meaningful evaluation by defining its goals, measurable components, and stakeholder perspectives.

Overall, this evaluability assessment, conducted following the guidelines in Chapter 4 of Vito & Higgins, will serve as a foundational step to ensure that subsequent evaluation efforts are based on a clear understanding of the program’s logic, objectives, and measurables. This process enhances the feasibility and utility of later evaluation phases, ultimately contributing to evidence-based decision-making and program improvement.

References

• Vito, G. F., & Higgins, G. E. (2014). Program evaluation: Principles and practice for’21st-century programs. Sage Publications.
• Bickman, L., & Rog, D. J. (2009). Applied research design: A practical guide. Sage Publications.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage Publications.
• Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. Pearson.
• Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies. Prentice Hall.
• Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Sage Publications.
• Chen, H. T. (2015). Practical program evaluation: Assessing and improving planning, implementation, and effectiveness. Sage Publications.
• Cronbach, L. J. (1982). Designing evaluations of educational and social programs. In L. Bickman (Ed.), Evaluation research methods: Step-by-step (pp. 13-24). Sage Publications.
• Scriven, M. (1991). Evaluation thesaurus. Sage Publications.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.