Evaluation Theory, Models and Applications - Essay Example

?Evaluation Methods Evaluation is the process of determining the importance of a particular object in respect to its usage and in bringing satisfaction to the consumers. Evaluation requires a lot of effort from the management since it involves the political, economic and organizational perspectives in an organization. There must be cooperation among various stakeholders for the evaluation process to be successful. Accessing the worth of an object can be used to provide important facts on the appropriateness of the object. There are several evaluation strategies, however, the most commonly used include scientific experimental models, management oriented systems models, qualitative models, and participant oriented models (Research Methods, 2012, para. 1). Scientific Experimental Model The scientific experimental model is the most commonly used; it is normally applied in the field of social sciences. The main aim of the scientific experimental model is to assess the accuracy and objectivity of information generated. In addition, the strategy also involves assessing the impartiality and the validity of information. Evaluation in this model takes the form of experimental and non-experimental designs (Research Methods, 2012, para. 6). Management Oriented System Models The most widely used method in respect of the management oriented system models in the management of businesses and organizations includes Critical Path Method (CPM) and Program Evaluation and Review Technique (PERT). In addition, other method of management oriented system model that has been introduced by evaluators includes the UTOS. This acronym stands for Units, Treatment, Observation and Settings. Another model in this category is CIPP (context, input, process and product). The main aim of management oriented systems models is to emphasize the suitability of an object within the framework of organizational activities. CIPP looks at the context in which the object operates, whether the environment is suitable or not, and the nature of effort required in using the object. An object is evaluated as being inefficient if the amount of input or resources put in place in operating is more and costly. Further, the process taken by the object to produce the goods or services must involve the least effort necessary as well as time. In the end, the product is evaluated on its usefulness to the society in general (Research Methods, 2012, para. 7). The main difference between the scientific experimental models and the management oriented models is in the discipline in which they are applied. Scientific experimental models are used in social sciences as well as in physical sciences to determine the accuracy of a given theory or scientific process as formulated by scientists or theoreticians. The management oriented models are used by the managers in different organizations to assess the suitability of an object within the framework of organizational activities. However, these two strategies of evaluation can be used interchangeably (Research Methods, 2012, para. 8). Qualitative Models Qualitative models majorly dwell on the need for observations. They also involve the need to ensure that a given object retains its qualities for a longer period of time. The assessment is mainly centered on the subjective interpretation of an individual to the suitability and validity of a given object. Quality is the main measure while undertaking the evaluation process. Evaluators normally ensure that a given object conforms to the standards of operation without causing any dangers to the individuals concerned with its usage. Assessing the quality of the product is very important in knowing the strengths and weaknesses of a given product or service (Research Methods, 2012, para. 9). Participant Oriented Models Participant oriented models mainly concentrate on the participants. Participants include the clients and users of a given object. The evaluators seek to establish the effectiveness of a given product or service through the participants. The information concerning the suitability of an object to the participants is necessary in making necessary improvements to the product or service. In most organizations, this information is useful since it ensures that the management factors in the tastes and preferences of customers. Without evaluating the participant needs, most organizations can operate at a loss, or lose their ability to compete effectively. While the qualitative strategy of evaluation focuses on the quality of the product, the participant oriented models look at the clients and users of a particular product. However, the main objective or end result of the evaluation is to establish the level of customer satisfaction and the quality of the product (Research Methods, 2012, para. 10). The main aim of all the strategies of evaluation is to provide some form of useful feedback on the suitability of a given product. Feedback can be used to design measures that ensure there is satisfaction in the use of a product or service (Rossi, Lipsey, & Freeman, 2004, p. 21). Further, feedback can be used by groups such as donors, stakeholders and customers to make informed choices on the nature and quality of a product. Feedback can only be important to the management if it is used effectively in the decision making process. Most organizations have benefited a lot from the process of evaluation. The main advantage of getting involved in continuous process of evaluation is that it increases customers’ confidence in the use of a particular product. Managers who do not use evaluation strategies risk losing their customers to competitors in the market who engage in evaluation. The success of an evaluation strategy depends on the contribution of sponsors, clients, stakeholders and all other groups; their contribution ensures that there are no issues arising after the process of evaluation (Pardo, 2008, p. 91). Types of Evaluation Evaluation refers to the systematic assessment of the value or merit of some subject. To emphasize on the data analysis and the role that feedback plays in evaluation, it can be defined as the systematic information gathering and analysis processes dedicated toward sending a response about a subject or program. The goal of evaluation is to provide a valid feedback to different clients such as administrators, sponsors, donors, staff, and groups among others. The feedback is important in decision making. There are many types of evaluation which depend on the object being evaluated and the objective of evaluation. The two basic types of evaluation are formative and summative (Lewis, Packard, & Lewis, 2011, p. 215). Formative Evaluation Formative evaluation is conducted to strengthen the object being evaluated. It assists in the examination of a program or technology, quality of implementation, and the assessment of the organizational context in terms of personnel, inputs, and resources. It encourages a process of reflective practice. The roles of formative evaluation are rapid feedback, documentation, and planning. While the project is in progress, formative evaluation gives feedback about the work progress. It can also record or document how professional learning is progressing, the methods being applied, challenges encountered, and effects of the early and middle stages of the work. In planning, formative evaluation allows the revision or recommitment of plans. It involves comparing the program implementation with program plans and reveals whether a program has diverted from previous plans. It provides an opportunity to reconsider program goals and plans. Information from formative evaluation can be used in future planning and implementation, hence creating a future for the project. Formative evaluation is used to develop a service, improve it or ensure that its qualitative. Formative evaluations guide those who are responsible for improving the quality of the program, thus paying attention to the nature and needs of customers. The evaluator is required to interact with program staff and provide guidance for decision making. Formative evaluations are prospective and proactive, they provide feedback for improvement. They assist in the formulation of goals and priorities; provide directions for planning by assessing alternative courses of action and blueprints for plans. When the aim is to improve an existing program, the evaluation should resemble a case study more than a comparative experiment. Information from all formative evaluations is intended to improve operations, especially those in the process of development (Stufflebeam & Shinkfield, 2007, p. 45). Summative Evaluation This type of evaluation examines the impacts or results of a subject or program by giving a description of the occurrences following program implementation or technology development. It looks at the possibility of the object causing certain the outcomes, examining the overall effect of the causal factor, and estimating the relative costs associated with the object. The main goal of summative evaluation is to produce accountability or summative reports. Assessments are conducted for finished projects, established programs or finished products. They typically occur following project development, program completion and at the end of service cycle. They determine the accountability of successes and failures, inform customers about the products and services quality and safety, and assist potential customers to increase their understanding of the assessed phenomena. The aim is to develop customers and not staff or personnel. The reports must contain a summary of what was done and accomplished, and the costs involved. In learning institutions, summative evaluation is quantitative, uses numeric scores, or letter grades to assess the learners’ achievement. The instructor evaluates the learning materials and learning process. Generally, summative evaluation is subdivided into outcome evaluations, meant to investigate the program’s ability to cause demonstrable effects on specifically defined target outcomes. On the other hand, impact evaluation is wide, and the overall intended and unintended net effects of the program. Cost benefit and cost analysis evaluation looks at the level of efficiency by evaluating outcomes in regard to their worth and costs while secondary analysis reexamines existing data to address upcoming queries, or utilize new methods different from the previously applied ones (Stufflebeam & Shinkfield, 2007, p. 45). Relationship between Formative and Summative Evaluations Both formative and summative evaluations are required in the development of a service or product. In the case of employees, it helps in grading or establishing the degree to which the needed criteria for certification, contract, promotion, and motivation are met. The degree of relationship changes depending on the nature and circumstances of the person being evaluated. While formative evaluation is dominant in the early stages of a program and lessens as the program matures, summative evaluation takes over as the program concludes and after its completion. It is important for a program to have both formative and summative evaluations because evaluations delayed until the completion of the project may be ineffective and may not facilitate successful outcomes (Zepeda, 2008, p. 25). Differences between Formative and Summative Evaluation The main difference between the two is the purpose and audiences for which they are conducted. Audiences for formative evaluation are teachers, managers, staff, and administrators who oversee daily the implementation of proper learning. Formative evaluations assist in making timely decisions for modification and improvement, and identify the needs of learners. The audiences for summative evaluation are sponsors, consumers, and interested stakeholders. The purpose of formative evaluation is quality assurance and improvement while summative is concerned with overall judgment of the person or subject being evaluated. While reports in formative evaluation are periodic, relatively informal, and responsive to clients and staff requests, reports for summative evaluation are a cumulative record and assessment of what has been done and accomplished. Evaluation plans in formative evaluation are basically flexible, emergent, responsive, and interactive, while those for summative evaluation are relatively fixed and non-emergent. Formative evaluation provides feedback for improvement and assists in goal setting, planning, and management while summative evaluation informs customers about evaluand’s value and assists them in making wise decisions (Zepeda, 2008, p. 25). References Lewis, J., Packard, T., & Lewis, M. (2011). Management of Human Service Programs. New York: Cengage Learning. Pardo, R. (2008). The Evaluation and Optimization of Trading Strategies. New York: John Wiley & Sons. Research Methods. “Introduction to Evaluation.” Retrieved from http://www.socialresearchmethods.net/kb/intreval.php Rossi, P., Lipsey, M., & Freeman, H. (2004). Evaluation: A Systematic Approach. New York: SAGE. Stufflebeam, D., & Shinkfield, A. (2007). Evaluation Theory, Models and Applications. New York: John Wiley and Sons. Zepeda, S. (2008). Professional Development: What Works. New York: Eye on Education. Read More