Developing an evaluation plan is one of the most critical elements of providing programs and services for students who are gifted. Many people make the mistake of planning evaluation after the program has been running for a couple of years because they want to make sure that the program is fully implemented before assessment or evaluation.
Evaluation should be built in to the original program plan so that you know you are offering services that can be evaluated formatively and summatively. Formative evaluation usually conducted during implementation can be used to make sure you are accomplishing what you want to accomplish.
Summative evaluation conducted after the program is fully implemented tells you the degree to which your program is accomplishing its goals and objectives. This file includes information about several types of program evaluation.
Fetterman offers information on self-evaluation. Other authors provide ways to evaluate a variety of programming options representing different service delivery models. The authors and citations listed below represent a variety of perspectives, ranging from program evaluation experts to those who serve primarily as classroom teachers.
The National Research Center on the Gifted and Talented offers the following guidelines for program evaluation: Make evaluation procedures a part of planning from the earliest stages of program development and develop a specific plan for the use of evaluation findings.
Develop clear program descriptions and goals utilizing multiple data sources e. Provide adequate funding and time for evaluations while preparing staff for conducting and analyzing the results of the evaluation. Clearly identify all audiences who have an interest in or need for evaluation results and involve them in the evaluation process.
Develop or select assessment tools that address the complex issues of measurement that characterize outcomes of gifted programs. Use a variety of data gathering methods designed to reflect the unique structure and goals of programs for gifted learners i. Disseminate reports to all appropriate audiences in a timely fashion and with recommendations designed to encourage follow-through. Reference: Callahan, C. Instruments and evaluation designs used in gifted programs Research Monograph Following are links to related Internet resources and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.
Author s Hunsaker, Scott L. It discusses three general issues of communication with decision-makers: being clear on intentions, being considerate of decision-makers, and providing useful information. Data gathering suggestions for documenting program results are listed. Author s Hertzog, Nancy B. Describes the evaluation process and the resulting effect of the evaluation on the constituents and stakeholders of an early-childhood program.
The review process used document review, interviews, focus groups, and classroom-observation techniques to arrive at recommendations and an action plan. Author s Gubbins, E. The paper also suggests strategies for data collection. Author s Doina, Richard D.
Describes the overreliance on self-evaluation assessments, and stresses the need for both qualitative and quantitative data that measure program effectiveness and student growth in order to ward off program budget cuts. Fetterman, David M. Mar 70p. Principles of the self-examination process are offered, noting similarities to external evaluation models. Principles of self-evaluation efforts include the importance of maintaining a nonjudgmental orientation, soliciting views from the insider's perspective, and triangulating data.
The most important techniques in self-evaluation are observation, interviewing, and participation. While self-evaluation maintains an educational program's quality on a daily basis, expert external evaluation is essential to an in-depth and objective understanding. Important considerations in external evaluation include working with an external evaluator and understanding qualitative and quantitative approaches. Clear communication of evaluation findings is important for both internal and external evaluations.
General evaluation guidelines and specific guidelines for evaluating gifted and talented education programs are given. A case study illustrates many of these guidelines, including the importance of context; preparing a program description; the use of verbatim quotations; assessment and analysis; review of the standard program mechanisms referral, identification, and selection ; refinements; analyzing underlying factors; addressing larger sociopolitical concerns; and communicating evaluation findings.
Appendices provide further explanation of evaluation components. There are four columns in the tool:. An example can be found at Sample Self-Assessment. The next step is to develop a Work Plan to address the area s of need. To obtain a fillable copy, go to Work Plan. Skip to main content. There are four columns in the tool: The first column breaks down state statute, administrative rule, and best practice.
The third column provides space to identify evidence or data that support the claims in the second column.
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