Evaluation In B B Frey Ed: The Sage Encyclopedia

Evaluation In B B Frey Edthe Sage Encyclope

Reflect on the Practicum Project goal and objectives developed in Week 3, and review the Practicum Project Plan Overview for relevant information. Consider the models, theories, and concepts studied during the program as they relate to your project, and determine how this knowledge can inform the development of your methodology and evaluation plan. Conduct additional research and review the provided Learning Resources to enhance your understanding and analysis.

Evaluate the who, what, how, where, and when for each objective: identify who will implement the changes, what specific changes will occur, the magnitude of change, the location or setting of implementation, and the timeline for achievement. Develop detailed methodologies to meet each objective, specifying methods and sources of evidence. For instance, identify relevant professional organizations or regulatory bodies, consult their websites, or contact them directly to gather necessary evidence.

Examine the concepts of formative and summative evaluation within the context of your project and research additional sources as needed. Determine how achievement of your project objectives can be measured through formative assessments (ongoing feedback during implementation) and summative assessments (evaluation at the conclusion). Begin drafting an evaluation plan that describes the intended approaches, measures, and timing for evaluating your Practicum Project's success.

Paper For Above instruction

The development of a comprehensive evaluation plan is a critical component of executing a successful Practicum Project. This plan must be rooted in a thorough understanding of the project's goals, objectives, and the theoretical framework that supports its implementation. Drawing from the foundational concepts presented by McBride (2018), who emphasizes the importance of systematic evaluation in educational research, as well as the insights of Christ and Kember (2018) on formative evaluation, and Plotner (2018) on summative evaluation, this paper delineates an approach for developing and applying an effective evaluation strategy.

Firstly, understanding the context and scope of the project is vital. The project’s objectives should specify measurable outcomes, including who will be responsible for implementing changes (stakeholders such as educators, administrators, or clinicians), what specific changes are targeted, where these changes will be implemented, the expected magnitude of change, and the timeframe for achievement. For example, if the project aims to improve patient adherence to medication regimens, the responsible team might include nursing staff, with the intervention occurring in outpatient clinics over a six-month period, aiming for a 20% increase in adherence rates.

To ensure the objectives are actionable, methodologies must be designed in detail. This includes selecting appropriate data collection methods such as surveys, interviews, observations, or review of clinical records. Consultation with professional organizations or regulatory bodies adds credibility and rigor to the evidence gathered. For instance, healthcare accreditation agencies or nursing boards may provide benchmarks or standards that inform the evaluation process.

Applying the concepts of formative and summative evaluation is key to a robust assessment plan. Formative evaluation involves continuous feedback during the implementation phase, allowing for iterative improvements. This might involve periodic check-ins, process evaluations, and stakeholder feedback sessions. Conversely, summative evaluation assesses the overall success at the project’s conclusion, using pre- and post-intervention measurements to determine if the objectives were achieved.

The integration of theoretical models, such as the Logic Model highlighted by Garner and Wilson (2019), can guide the evaluation design by establishing clear links between resources, activities, outputs, and outcomes. This systematic approach helps in identifying appropriate indicators for success and potential areas for improvement. Furthermore, literature suggests that combining both formative and summative approaches enhances the validity and utility of evaluation findings.

In practical terms, the evaluation plan should specify data collection timelines, responsible personnel, analysis methods, and reporting procedures. Incorporating qualitative data, such as stakeholder interviews, alongside quantitative measures, like patient adherence rates, enriches the evaluative insights. Leveraging technology, such as electronic health records, can facilitate data gathering and analysis, ensuring timely and accurate assessments.

In conclusion, developing an effective evaluation plan requires integrating theoretical knowledge, systematic methodology, and practical tools. Drawing from established educational and health services research frameworks ensures the evaluation is comprehensive, credible, and capable of guiding future improvements in practice. Such an approach not only assesses whether objectives are met but also fosters continuous quality improvement, ultimately enhancing outcomes for all stakeholders involved.

References

• McBride, D. (2018). Evaluation. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 624). SAGE.
• Christ, T. J., & Kember, J. (2018). Formative evaluation. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 697–699). SAGE.
• Plotner, A. J. (2018). Summative evaluation. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 1636–1637). SAGE.
• Garner, J. S., & Wilson, M. L. (2019). Evaluation of a transitional care management tool using the logic model. Professional Case Management, 24(2), 101–107.
• Fitzpatrick, J. L., et al. (2011). Program evaluation: Alternative approaches and practical guidelines. Pearson.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage.
• Renger, R., & Newton, J. (2008). A conceptual framework for program evaluation theories: The case of public health. Evaluation and Program Planning, 31(2), 187-194.
• Chen, H. T. (2005). Practical Program Evaluation: Responding to Requests for Change. Sage.
• Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies. Prentice Hall.
• Fitzpatrick, J. L., et al. (2016). Program Evaluation: Alternative Approaches and Practical Guidelines. Pearson.