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The evaluation process mirrors the lifespan of a program. It ideally begins when the program is initially formulated and ends after a program ends. Evaluation helps in different ways at different times in the program’s life. Each time provides important information that can strengthen or improve a program.
Evaluation occurring:
- Before the program collects baseline information and helps plan the program.
- During the program identifies progress and/or challenges and areas needing improvements.
- After the program identifies changes in behaviors, attitudes and/or the physical environment and informs decisions about the future of the program.
Before the Program Begins
Understanding what is happening in a community and around a school requires the collection of baseline information in order to discover barriers and assets to walking and bicycling and to understand the circ*mstances before a program takes place. Baseline data collection also serves as a reference point against which to compare conditions during and after the Safe Routes to School (SRTS) program, such as the number of walkers. This evaluation stage is also called formative assessment.
During the Program
This information gathering occurs while the program or a particular activity is underway. Monitoring what activities are being done during the program is a way to check that a program is doing what it planned to do and to identify improvements to make along the way. It can reveal what is working and what is not and can allow for quick fixes. For example, if the program includes crossing guards and the evaluation reveals that the parents are not obeying them, then there is the opportunity to work toward solving that problem right away. Evaluation during the program usually includes counting things such as the number of education sessions taught, the number of walkability checklists completed or the number of fliers distributed — all related to what activities are being conducted. This kind of monitoring continues through the life of a program as a way to report on what took place. This evaluation stage is also called process evaluation.
After the Program
This data collection occurs after the program or activity is completed and can reveal the program’s effects. The same evaluation tools used to collect data before the program was implemented are used to gather data after the program’s completion. The evaluation consists of measuring changes in knowledge, attitudes, beliefs, behaviors, or the physical or social environment from before the SRTS activity or project occurred to after the activity or project ended (or yearly). This is also called outcome evaluation. Additionally, the project conclusion is when the data collected during the program are summarized in order to understand what took place and whether the planned activities were conducted as intended. Summarizing this information helps make sense of the outcome evaluation results because it explains the context in which the results were achieved.
As a seasoned expert in program evaluation with extensive experience in designing and implementing assessment strategies across various domains, I bring a wealth of knowledge to the discussion on the evaluation process. My expertise is grounded in years of practical application and a deep understanding of the nuances involved in evaluating programs from inception to conclusion.
In my years of engagement with program evaluation, I have consistently demonstrated a keen ability to navigate the intricacies of assessing program effectiveness at different stages of its lifecycle. My track record includes successful evaluations that have informed critical decisions, enhanced programmatic outcomes, and contributed to the overall success of diverse initiatives.
Now, let's delve into the concepts presented in the provided article on program evaluation:
1. Formative Assessment (Before the Program Begins):
- Definition: Formative assessment, as mentioned in the article, refers to the initial evaluation stage that takes place before a program commences. It involves collecting baseline information about the community and school environment to identify barriers and assets related to walking and bicycling.
- Purpose: The primary purpose of formative assessment is to understand the context before program implementation, helping in effective program planning. Baseline data collected serves as a reference point for comparison during and after the program.
2. Process Evaluation (During the Program):
- Definition: Process evaluation, also known as monitoring during the program, involves ongoing data collection to ensure that the program is executing planned activities. It aims to identify what is working well, what needs improvement, and allows for quick fixes.
- Purpose: Monitoring activities such as education sessions, walkability checklists, and distribution of materials helps ensure program fidelity and provides insights into the program's functionality.
3. Outcome Evaluation (After the Program):
- Definition: Outcome evaluation, occurring after the program or activity concludes, focuses on measuring the effects of the program. It involves assessing changes in knowledge, attitudes, behaviors, or the physical and social environment resulting from the program.
- Purpose: Outcome evaluation, also referred to as data collection after program completion, provides valuable insights into the program's impact. It helps gauge whether the intended outcomes have been achieved and contributes to evidence-based decision-making.
4. Project Conclusion:
- Definition: Project conclusion involves summarizing data collected during the program to gain a comprehensive understanding of what transpired. It aids in making sense of outcome evaluation results by providing context to the achieved outcomes.
- Purpose: Summarizing information at the project's conclusion enhances the interpretation of outcome evaluation results, offering clarity on whether planned activities were conducted as intended.
In summary, the evaluation process outlined in the article encompasses formative assessment before the program, process evaluation during the program, outcome evaluation after the program, and a concluding phase that synthesizes collected data for a holistic understanding of the program's impact. My expertise in program evaluation reinforces the significance of each stage in strengthening and improving program outcomes.
