Concept of Program Evaluation

Evaluation is a crucial aspect of various domains. Evaluators strive to assess the effectiveness and outcomes of programs, policies, and interventions. There exists a diverse range of models to systematically analyze and measure the impact of initiatives in different fields, such as education, healthcare, social services, and more. In the field of evaluation, prescriptive models play a significant role in establishing evaluation criteria and identifying key indicators to guide the evaluation process. These models, which have their roots in educational evaluation, provide a structured and systematic approach to evaluating the impact and success of educational initiatives. By employing prescriptive models, evaluators can ensure that evaluations are conducted in a consistent and objective manner, facilitating informed decision-making and driving improvements in educational practices.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Buy Now

eBook EUR 96.29 Price includes VAT (France)

Hardcover Book EUR 126.59 Price includes VAT (France)

Tax calculation will be finalised at checkout

Purchases are for personal use only

Notes

References

• Academic Library. (2010). Goal free model. Retrieved from https://ebrary.net/8293/management/goal-free_model
• Alkin, M. C., & Christie, C. A. (2004). An evaluation theory tree. In M. C. Alkin (Ed.), Evaluation roots: Tracing theorists’ views and influences (pp. 12–65). Sage. Retrieved from http://us.corwin.com/sites/default/files/upm-binaries/5074_Alkin_Chapter_2.pdf
• Baker, B., & Welner, K. G. (2012). Evidence and rigor: Scrutinizing the rhetorical embrace of evidence-based decision making. Educational Researcher,41(3), 98–101. ArticleGoogle Scholar
• Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education,32(3), 347–364. ArticleGoogle Scholar
• Biggs, J. B., Kember, D., & Leung, D. Y. P. (2001). The revised two factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology,71, 133–149. ArticleGoogle Scholar
• Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Society for Research into Higher Education & Open University Press. Google Scholar
• Bisang, K., & Zimmermann, W. (2006). Key concepts and methods of programme evaluation and conclusions from forestry practice in Switzerland. Forest Policy and Economics,8(5), 502–511. ArticleGoogle Scholar
• Borich, G. D. (1977). Program evaluation: New concepts, new methods. Focus on Exceptional Children,9(3), 1–17. ArticleGoogle Scholar
• Brown, R., & Vari, A. (1992). Towards a research agenda for prescriptive decision science: The normative tempered by the descriptive. Acta Psychologica,80(1–3), 33–47. ArticleGoogle Scholar
• Centers for Disease Control (CDC). (1999). Framework for program evaluation (Morbidity and Mortality Weekly Report) (Vol. 48/No. Re-11). US Department of Health & Human Services. Retrieved from https://www.cdc.gov/mmwr/PDF/rr/rr4811.pdf
• Cruickshank, V. (2018). Considering Tyler’s curriculum model in health and physical education. Journal of Education and Educational Development,5(1), 207–214. ArticleGoogle Scholar
• D’Errico, S., Geoghegan, T., & Piergallini, I. (2020). Evaluation to connect national priorities with the SDCs: A guide for evaluation commissioners and managers. International Institute for Environment and Development. Retrieved from https://pubs.iied.org/17739iied
• Dillon, S. M. (1998). Descriptive decision making: Comparing theory with practice. In 33rd Annual Operational Research Society of New Zealand Conference (pp. 99–108). Auckland, New Zealand. Retrieved from https://orsnz.org.nz/conf33/papers/p61.pdf
• Elangovan, A. R. (1998). Managerial intervention in organizational disputes: Testing a prescriptive model of strategy selection. International Journal of Conflict Management, 9(4), 301–335. Google Scholar
• Farley-Ripple, E. N., Solona, D. L., & McDuffie, M. J. (2012). Conceptual and methodological issues in research on school administrator career behavior. Educational Research,41(6), 220–232. ArticleGoogle Scholar
• Firestone, W. A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher,43(2), 100–107. ArticleGoogle Scholar
• Gardner, D. E. (1977). Five evaluation frameworks: Implications for decision making in higher education. The Journal of Higher Education,48(5), 571–593. Google Scholar
• Hayes, H., Parchman, M. L., & Howard, R. (2011). A logic model framework for evaluation and planning in a primary care practice-based research network (PBRN). The Journal of the American Board of Family Medicine,24(5), 576–582. ArticleGoogle Scholar
• Helitzer, D., Hollis, C., de Hernandez, B. U., Sanders, M., Roybal, S., & Van Deusen, I. (2010). Evaluation for community-based programs: The integration of logic models and factor analysis. Evaluation and Program Planning,33(3), 223–233. ArticleGoogle Scholar
• Kaufman, R., & Watkins, R. (1996). Cost-consequences analysis: A case study. Performance Improvement Quarterly,7(1), 87–100. https://doi.org/10.1002/HRDQ.3920070109ArticleGoogle Scholar
• Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers. Google Scholar
• Koplan, J. P., Milstein, R., & Wetterhall, S. (1999). Framework for program evaluation in public health. Recommendations and Reports, Framework for 1999; 48 (No. RR-11) (pp. 1–42). MMWR: Centers for Disease Control and Prevention. Google Scholar
• Lucas, H. C., Jr. (1978). Empirical evidence for a descriptive model of implementation. MIS Quarterly, 2(2), 27–42. Retrieved from https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=0b2996ac-ff99-4df0-a854-4531ea6f46c4%40redis
• Luthans, F., Welsh, D. H., & Taylor III, L. A. (1988). A descriptive model of managerial effectiveness. Group & Organization Studies, 13(2), 148–162. Google Scholar
• Metcalfe, S. A., Aitken, M. A., & Gaff, C. L. (2008). The importance of program evaluation: How can it be applied to diverse genetics education settings. Journal of Genetic Counselling, 17(2), 170–179. https://doi.org/10.1007/s10897-007-913-8
• Narot, P., Usaho, C., Rajwijit, J., Waitayachot, Y., & Sakrajai, A. (2008). Manpower planning of the educational institutes under the Office of Nonformal Education Commission, Permanent Secretary Office, Ministry of Education. Permanent Secretary Office, Ministry of Education. Google Scholar
• National Health Service (NHS). (2016). Using logic models in evaluation. Retrieved from https://www.strategyunitwm.nhs.uk/sites/default/files/2017-09/Using%20Logic%20Models%20in%20Evaluation-%20Jul16.pdf
• Preskill, H., & Russ-Eft, D. F. (2004). Building evaluation capacity: Activities for teaching and training. Sage. Google Scholar
• Riabacke, M. (2012). A prescriptive approach to eliciting decision information (Doctoral dissertation, Department of Computer and Systems Sciences, Stockholm University). Retrieved from: http://www.diva-portal.org/smash/get/diva2:516277/FULLTEXT03.pdf
• Rossi, P., Freeman, H., & Lipsey, M. (1993). Evaluation: A systematic approach. Sage. Google Scholar
• Scriven, M. (1991). Evaluation thesaurus. Sage. Google Scholar
• Stufflebeam, D. L. (1983). The CIPP model for program evaluation. In Evaluation models (pp. 117–141). Springer. Google Scholar
• Stufflebeam, D. L. (2003). Professional standards and principles for evaluations. International handbook of educational evaluation, 279–302. Google Scholar
• Stufflebeam, D. J., & Shinkfield, A. J. (2007). Evaluation theory, models, & applications (p. 24). Wiley. Google Scholar
• Tan, S., Lee, N., & Hall, D. (2010). CIPP as a model for evaluating spaces. Retrieved from http://www.swinburne.edu.au/spl/learningspacesproject/
• Tyler, R. W. (1966). The objectives and plans for a national assessment of educational progress. Journal of Educational Measurement,3(1), 1–4. ArticleGoogle Scholar
• Weber, E. U., & Coskunoglu, O. (1990). Descriptive and prescriptive models of decision-making: Implications for the development of decision aids. IEEE transactions on Systems, Man, and Cybernetics, 20(2), 310–317. Google Scholar
• Wood, B. B. (2001). Stake’s countenance model: Evaluating an environmental education professional development course. The Journal of Environmental Education,32(2), 18–27. ArticleGoogle Scholar

Author information

Authors and Affiliations

1. College of Local Administration, Khon Kaen University, Khon Kaen, Thailand Narong Kiettikunwong
2. Faculty of Education, Khon Kaen University, Khon Kaen, Thailand Pennee Narot

1. Narong Kiettikunwong