Evaluation Research

[blank_start]Evaluation[blank_end] research attempts to answer questions about the [blank_start]value[blank_end] of social service programmes and to derive information which will improve programmes and policies.

Evaluation research is a skill that is in short supply.

Evaluation research is a major activity for many community and applied social psychologists.

Evaluation research is not inter-disciplinary.

A common view of evaluation is that it appears after which stage?

[blank_start]Problem[blank_end]: Young people getting into petty crime. [blank_start]Input[blank_end]: Boot camp. [blank_start]Process[blank_end]: Strict discipline, challenging activities. [blank_start]Output[blank_end]: Increased self-esteem. [blank_start]Outcome[blank_end]: Reduction in offending.

Considering the evaluation research for the boot camp programme, what would it mean if the research found no reduction in offending?

Evaluation research should be done over the whole programme. What is the correct order of stages: 1. [blank_start]Problem[blank_end] 2. [blank_start]Input[blank_end] 3. [blank_start]Process[blank_end] 4. [blank_start]Output[blank_end] 5. [blank_start]Outcome[blank_end]

Types and stages of evaluation research: [blank_start]Formative (and needs assessment)[blank_end]: Before the programme begins e.g. Is a program needed? What sort of programme is needed? [blank_start]Process (monitoring)[blank_end]: Early in the life of the programme e.g. What are the strengths and weaknesses? How can it be improved? [blank_start]Outcome (impact)[blank_end]: "Mature" programme e.g. What is the effect of the programme? [blank_start]Cost effectiveness[blank_end]: "Mature" programme e.g. How efficient is the programme?

What is the main purpose of evaluation?

[blank_start]Program evaluation[blank_end] is the systematic collection of information about activities, characteristics, and outcomes of programs for use by specific people to reduce uncertainties, improve effectiveness, and make decisions with regard to what those programs are doing and affecting.

Programme evaluation is...

Evaluations often use which types of data

The [blank_start]evaluator[blank_end] facilitates [blank_start]judgement[blank_end] and decision making by [blank_start]intended users[blank_end] rather than acting as a distant, [blank_start]independent judge[blank_end]. Since no [blank_start]evaluation[blank_end] can be [blank_start]value-free[blank_end], utilisation-focussed evaluation answers the questions of whose [blank_start]values[blank_end] will frame the evaluation by working with intended users who have responsibility to [blank_start]apply[blank_end] evaluation findings and [blank_start]implement[blank_end] recommendations.

The implicit model for evaluation research relates to policy adoption and has the following stages. 1. [blank_start]Problem[blank_end] 2. [blank_start]Pilot project(s)[blank_end] 3. [blank_start]Evaluation[blank_end] 4. [blank_start]Policy decision - adopt or not[blank_end]

The three stages of setting up an evaluation include 1. [blank_start]Request for proposals[blank_end] 2. [blank_start]Write proposal(s)[blank_end] 3. [blank_start]Selecting and signing of contract[blank_end]

A contact for evaluation research is often secured through a tender process.

Some of the key findings from the evaluation of the mentoring programmes for youth at risk or offending include

An evaluation is ideally conducted over a short period of time.

Controls are usually impossible when conducting evaluations.

Evaluation is not a political process at all.

[blank_start]Applied[blank_end] research which can make a [blank_start]difference[blank_end]. Evaluations can [blank_start]advocate[blank_end] for [blank_start]poorly served groups[blank_end]. Can enhance programmes and policies - a [blank_start]reformist approach to social change[blank_end]. Good evaluations usually used [blank_start]mixed[blank_end] methods and requires [blank_start]collaborative[blank_end] working with all [blank_start]stakeholders[blank_end].

An evaluator can be an impartial referee or judge, a cheerleader, or an involved (and partial) coach.