A. Provide your questions from the evaluation questions task (610.5.3-04) and your methods of data collection, sources of data, and instruments from your evaluation plan task identified in the “Defining the Structure of the Plan” section of this course of study.I have included the information from task (610.5.3-04) below the rubric.
B. Collect data with your evaluation instruments using your evaluation plan as a guide.
1. Provide an appendix with one completed copy of each of your three evaluation instruments listed in part A (e.g., a participant’s survey or notes from an interview).
C. Analyze the data by doing the following:
1. Describe each type of data collected.
2. Describe the process for analyzing data collected from each instrument.
3. Describe the role of technology in your analysis.
D. Summarize the results by doing the following:
1. Present results from the data analysis in an organized, APA-formatted table.
2. Provide a narrative description of the results of data analysis based on the table.
E. When you use sources, include all in-text citations and references in APA format.
|A. Required Information||The candidate provides the required information.|
|B1. Appendix With Completed Instrument||The candidate provides an appendix with 1 completed copy of 3 evaluation instruments.|
|C1. Type of Data||The candidate provides a precise description of each type of data collected.|
|C2. Analysis Process||The candidate provides a precise description of the process for analyzing data collected from each instrument.|
|C3. Use of Technology in Decision Making||The candidate provides a precise description of the role of technology in the analysis.|
|D1. APA-Formatted Table||The candidate presents results from the data analysis in the form of an organized, APA-formatted table with no readily detectable errors.|
|D2. Narrative Description of Data Analysis||The candidate provides a precise narrative description of the results of data analysis based on the table.|
The Save the Children Education Program
Global Overview. Save the Children is one of the organizations that pioneered child rights activism and has been a global leader in promoting the education of children for more than ninety years. It hasbeen at the forefront in the fight for better treatment of minors. Save the children’s campaigns and programs, have impacted positively on the lives of over 125 million children around the globeover the years.
Case Study Site. The Save the Children education program is a major program offered within my current organization. The program aims to be the mouthpiece of the children. It advocates and campaigns for better practices and policies meant to fulfill the child’s rights to education and it ensures that the child’s voice is heard. The program supports the development, implementation and evaluation of educational projects for children, leveraging the knowledge of its implementers to ensure a sustainable impact at scale.
The general goal of the Save the Children program within my current organization is to enhance the education of all the children within the program without any form of social, economic or political hindrances. The program not only stresses the need for available and accessibleeducation, but also quality education is insisted.
The Save the Children program has five performance objectives. All children, irrespective of their backgrounds, should have the access to proper basic education. The school organization also aims to enable children in emergencies to have access to education as part of a humanitarian response. The organization assists the children affected by natural disasters. According to the program and school organization, the survival rights of children, their health and education is important for youngest school-going children. Quality early child care and development is therefore providedthrough district funding and the support of the Save the Children program. The vulnerable youth (youths between the age of 12 and 25) are supposed to be empowered through education and training. The school organization uses the Save the Children program to help maintain national and global policy changes so that every child can benefit from their fundamental right to good quality education.
The Target Group of Save the Children
The primary target for the Save the Children program are the children who, for one reason or the other, cannot access a good quality education. The majority of the children in the program are in the communities affected by poverty,conflicts, disasters or some other emergencies. Once in school, the marginalized children often get the weakest educational experience and also have lesser learning facilities, compounding their own disadvantage. Therefore, the school organization targets students who need additional help in Mathematics and English, have behavioral challenges, or are receiving additional educational services.
Type of Evaluation: Save the Children
Purpose. Program evaluation is described as the schematic application of research to influence evaluative judgments and decisions. It encompasses the collection of information about the characteristics (Posavac, 1997).The purpose of the evaluation in this particular program is: (1) identifying the educational needs that the school organization seeks to satisfy, (2) identifying the student-participantsthat would benefit mostly from the program, (3) identifying the strategic intent of the programin retrospect of the program policy, and (4) in associating what the student-participants values with what they are learning. Once, the purpose of the program are in place the school organization seeks to make sure that the results are forecasted properly to ensure the accuracy of all data and that all actions are aligned between the activities and the results.
The assessment of activities and results of this program helps in makingdecisions about the programs worth, increase the effectiveness of the program, and inform judgments about future programming. The objective of evaluation of the Education programs instituted by Save the Children is to guarantee that the children with no access to education gain fromthe program activities and the status quo changes.When an education program activity is developed or implemented in the wrong way, evaluation techniques can be used to detect these errors and put up corrective measures to adjust the activities so that the ultimate goal is achieved. Evaluation needs to be compelling so that a fruitful execution of a program is guaranteed; a considerable measure of diligent work must be placed in by the evaluators undertaking such a task.
Overall, the purpose of the program is formative, to determine the corrective measures needed to assist all targeted groups of student-participants in obtained a valuable education.
Type &Rationale for Summative Evaluation. Formative assessment or diagnostic testing is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks, 2001). This type of evaluation fits in well with the objectives and goals of the Save the children Program. It also fits nicely with purpose of the evaluation, the nature of the program, the required time –frames, the target of the program and the budget of the evaluation.The education projects are all results-based. Both qualitative and quantitative research is done periodically so that information on how well the organization is doing vis-à-vis their targets. These evaluations can judge the general effectiveness of the program and can determine if the program participants are carrying out their respective roles. This method is also appropriate since the organization has sufficient knowledge, equipment and resources to carry it out to completion.
The four evaluation questions to be asked are:
- Is the education program reaching the targeted number of children?
- Is the education program providing the good quality accessible education for the children?
- Are there any unexpectedbenefits of the program?
- Are the activities leading to the proper and accessible education?
Crooks, T. (2001). The validity of formative assessments. British Educational Research Association.
Posavac, E. J., & Carey, R. G. (1997). Program evaluation: Methods and case studies. Prentice-Hall, Inc.