Building Evaluation Capacity: Activities for Teaching and TrainingSAGE Publications, 14 août 2015 - 448 pages The Second Edition of Building Evaluation Capacity provides 89 highly structured activities which require minimal instructor preparation and encourage application-based learning of how to design and conduct evaluation studies. Ideal for use in program evaluation courses, professional development workshops, and organization stakeholder trainings, the activities cover the entire process of evaluation, including: understanding what evaluation is; the politics and ethics; the influence of culture; various models, approaches and designs; data collection and analysis methods; communicating and reporting progress and findings; and building and sustaining support. Each activity includes an overview, instructional objectives, minimum and maximum number of participants, range of time required, materials needed, primary instructional method, and procedures for facilitators to help learners in the most common evaluation practices. |
Table des matières
Glossary of Instructional Methods | |
The Politics and Ethics of Evaluation Practice | |
Culture and Evaluation | |
Focusing the Evaluation | |
Collection | |
Evaluation Models Approaches and Designs | |
Issues of Validity and Sampling | |
Utilizing Descriptive Statistics and Analysis of Variance ANOVA to Understand a Data | |
Analyzing a Longitudinal Data | |
Using and Interpreting Regression Discontinuity | |
Communicating and Reporting Evaluation Processes and Findings Why Communicate and Report? Who Are Your Communicating and Reporting St... | |
When and Why Are You Communicating and Reporting? | |
Resources | |
Communicating and Reporting Evaluation Formats | |
Challenges in Communicating and Reporting | |
Collecting Evaluation Data | |
RolePlaying Individual Interviews | |
Individual Interviewing Challenges | |
Mock Focus Group Interviews | |
Conducting Observations | |
Collecting Unobtrusive Measures Data | |
Collecting Documents and Records Archival Data | |
Survey Interview or Focus Group? | |
Using World Café in Evaluation | |
Facilitating the Development of Evaluation Rubrics | |
Evaluation Capacity for Complex Outcomes | |
Analyzing Evaluation Data Qualitative Data Analysis Quantitative Data Analysis | |
Resources | |
Planning for Data Analysis | |
Developing Qualitative Data Analysis Categories and Themes | |
Using Comics to Understand Qualitative Data Analysis Processes | |
Analyzing and Interpreting Qualitative Data | |
Telling the Story Making Sense of Respondents Comments | |
Understanding Descriptive Statistics | |
Understanding Quantitative Data Analysis | |
Analyzing and Interpreting Quantitative Data | |
Developing a Communicating and Reporting Plan | |
Evaluation TheaterA Dramatic Interpretation | |
Crafting an Evaluation Presentation | |
Findings Cookies | |
Six Word Presentation Story | |
Managing the Evaluation Developing an Evaluation Budget | |
Developing Evaluation Management Plans | |
Creating an Evaluation Budget | |
Anticipating Evaluation Challenges | |
Working in an Evaluation Team | |
Building and Sustaining Support for Evaluation | |
Reflecting on Evaluation Successes | |
Overcoming Resistance to Evaluation | |
Building a Supportive Evaluation Environment | |
Evaluating the Evaluation Metaevaluation | |
Headlining Learning | |
Creating a Model of Learning | |
Critical Incidents of Learning | |
The Elevator Speech | |
Remembering Learning | |
Autres éditions - Tout afficher
Building Evaluation Capacity: Activities for Teaching and Training Hallie Preskill,Darlene F. Russ-Eft Aucun aperçu disponible - 2015 |
Expressions et termes fréquents
60 minutes activity asks participants activity requires approximately American Evaluation Association appreciative inquiry Ask groups available for discussion Class Facilitator’s tasks communicating and reporting conduct cookies cultural competence data analysis data collection methods Debrief the activity descriptive statistics Distribute the handout Estimate evaluation approaches evaluation designs evaluation practice evaluation questions facilitator flipchart paper focus group following questions groups of three Handout for Activity identify implementation Instructional Method Small-group Instructional Objectives Participants learning logic model markers Materials Needed Pens/pencils Maximum number minutes In addition minutes This activity necessary background information Needed Pens/pencils Flipchart number of participants organization outcomes Overview This activity Participants Minimum number participants or groups Participants will Understand piece of flipchart Preskill Procedures Facilitator’s tasks program evaluation qualitative data requires approximately 45 responses Sage sample scenario Small-group work Procedures stakeholders strategies survey tape Handout Thousand Oaks three to five unlimited when participants validity