In This Discussion You Will Present Your Ideas For Your Prog

In This Discussion You Will Present Your Ideas For Your Program Evalu

In this discussion, you will present your ideas for your program evaluation proposal for faculty and peer feedback. This discussion is a comprehensive one and should be at least 300–400 words. Instructions Complete the following: First, select the program evaluation model that you will be using from Types of Logic Models (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013, Table 1, p. 92), and offer your rationale for choosing this model in one paragraph. Next, identify the following elements of your program and present these in your discussion post: use Steps 1–4 in Table 2 of the Chyung, Wisniewski, Inderbitzen, and Campbell article (2013, p. 93) to identify: The evaluand (the hypothetical program to be evaluated). The overall purpose and type of evaluation to be conducted. The stakeholders of the program. Finally, develop a one-page logic model for the hypothetical program you are evaluating, and upload it with your discussion post. Use the video you viewed earlier in this unit to develop your understanding of logic models. The Program Logic Model (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013, p. 97) offers an example of a clear but succinct way to present a logic model for a program. The resource, W. K. Kellogg Foundation Logic Model Development Guide [PDF], provides helpful insights on the development of a logic model as well.

Paper For Above instruction

The selected evaluation model for this program is the Logic Model framework, specifically tailored to accommodate complex educational interventions. The rationale behind choosing this model lies in its comprehensive structure that links program resources, activities, outputs, and outcomes, providing clarity and strategic focus. It facilitates stakeholder communication and enables evaluators to systematically assess program implementation and effectiveness, making it ideal for capturing both the process and results of educational initiatives (Connell & Kubisch, 1998). By visualizing the program’s components and their relationships, the Logic Model supports transparent evaluation and helps identify areas for program improvement.

The evaluand for this evaluation is a hypothetical adult literacy program designed to enhance reading and writing skills among underserved adults in a community setting. The overall purpose of this evaluation is to determine the program’s effectiveness in improving literacy outcomes and to assess implementation processes, efficiency, and stakeholder satisfaction. The type of evaluation to be conducted combines formative assessment, aimed at improving program delivery during implementation, and summative assessment, which measures the overall impact after program completion (Patton, 2008). Both types are essential to ensure the program achieves its intended goals and to inform future funding and policy decisions.

Stakeholders involved in this program include adult learners, program staff, community partners, funding agencies, and local education authorities. Adult learners are the primary beneficiaries and their feedback is crucial in evaluating the program’s relevance and accessibility. Program staff are responsible for delivering services and implementing activities; their insights help identify operational strengths and challenges. Community partners provide logistical and resource support, while funding agencies monitor progress for continued investment. Local education authorities are interested in program outcomes and policy implications. Engaging these stakeholders throughout the evaluation process ensures comprehensive, relevant insights and promotes transparent communication.

Developing a one-page logic model for this adult literacy program involves outlining inputs such as funding, trained tutors, and learning materials; activities including literacy classes, tutoring sessions, and community outreach. Outputs encompass the number of classes held, participant attendance, and materials distributed. Short-term outcomes focus on increased literacy skills, improved self-confidence, and greater participation in community activities. Long-term impacts aim at enhanced employment opportunities, better socioeconomic status, and sustained community engagement. By systematically mapping these components, the logic model clarifies program pathways and supports targeted evaluation criteria.

References

• Connell, J. P., & Kubisch, A. C. (1998). Applying a theory of change approach to the evaluation of comprehensive community initiatives. New approaches to evaluating community initiatives, 269-294.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage Publications.
• Chyung, S. Y., Wisniewski, M. A., Inderbitzen, H. M., & Campbell, J. R. (2013). Types of Logic Models. In Program Evaluation and Performance Measurement (pp. 92-97).
• W. K. Kellogg Foundation. (2004). Logic Model Development Guide. W.K. Kellogg Foundation.
• Funnell, S. C., & Rogers, P. J. (2011). Purposeful program theory: Effective use of theories of change and logic models. John Wiley & Sons.
• McLaughlin, J. A., & Jordan, C. (1999). Logic models: A tool for telling your program’s performance story. Evaluation and program planning, 22(1), 65-72.
• Renger, R., & Egon, G. (2003). Second-order logic models: meaning, usage, and the importance of stakeholder participation. Evaluation and Program Planning, 26(4), 321-324.
• Bryson, J. M. (2011). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. John Wiley & Sons.
• Weiss, C. H. (1998). Evaluation: Methods for Studying Programs and Policies. Prentice Hall.
• Kellogg Foundation. (2009). Logic Model Development Guide. W.K. Kellogg Foundation.