Educational Program Evaluation

The Program Evaluation Standards

Summary Form

The Joint Committee on Standards for Educational Evaluation (JCSEE) was founded in 1975 as a coalition of major professional associations concerned with the quality of evaluation. AEA is one of those associations, and sends a representative to the Joint Committee. The Joint Committee has developed a set of standards for the evaluation of educational programs as reflected on this page. Although AEA has not formally adopted these standards, it does support the Joint Committee's work.

In order to gain familiarity with the conceptual and practical foundations of these standards and their applications to extended cases, the JCSEE strongly encourages all evaluators and evaluation users to read the complete book, available for purchase from SAGE and referenced as follows:

Yarbrough, D. B., Shulha, L. M., Hopson, R. K., and Caruthers, F. A. (2011). The program evaluation standards: A guide for evaluators and evaluation users (3rd ed.). Thousand Oaks, CA: Sage

The standard names and statements, as reproduced below, are under copyright to the JCSEE and are approved as an American National Standard. Permission is freely given for stakeholders to use them for educational and scholarly purposes with attribution to the JCSEE. Authors wishing to reproduce the standard names and standard statements with attribution to the JCSEE may do so after notifying the JCSEE of the specific publication or reproduction.

Utility Standards

The utility standards are intended to increase the extent to which program stakeholders find evaluation processes and products valuable in meeting their needs.

U1 Evaluator Credibility Evaluations should be conducted by qualified people who establish and maintain credibility in the evaluation context.
U2 Attention to Stakeholders Evaluations should devote attention to the full range of individuals and groups invested in the program and affected by its evaluation.
U3 Negotiated Purposes Evaluation purposes should be identified and continually negotiated based on the needs of stakeholders.
U4 Explicit Values Evaluations should clarify and specify the individual and cultural values underpinning purposes, processes, and judgments.
U5 Relevant Information Evaluation information should serve the identified and emergent needs of stakeholders.
U6 Meaningful Processes and Products Evaluations should construct activities, descriptions, and judgments in ways that encourage participants to rediscover, reinterpret, or revise their understandings and behaviors.
U7 Timely and Appropriate Communicating and Reporting Evaluations should attend to the continuing information needs of their multiple audiences.
U8 Concern for Consequences and Influence Evaluations should promote responsible and adaptive use while guarding against unintended negative consequences and misuse.

Feasibility Standards

The feasibility standards are intended to increase evaluation effectiveness and efficiency.

F1 Project Management Evaluations should use effective project management strategies.
F2 Practical Procedures Evaluation procedures should be practical and responsive to the way the program operates.
F3 Contextual Viability Evaluations should recognize, monitor, and balance the cultural and political interests and needs of individuals and groups.
F4 Resource Use Evaluations should use resources effectively and efficiently.


Pearson Program Evaluation: Alternative Approaches and Practical Guidelines (4th Edition)
Book (Pearson)

EDUCATIONAL PSYCHOLOGY

2008-12-20 08:26:20 by sfjd33rfadfds

Fordham has a EP program and I was wondering does anyone know anything about it? I've read what they say but it doesn't really say much. What could I do in business with this degree?
PROGRAMS IN EDUCATIONAL PSYCHOLOGY
provide advanced training for teachers andindividuals interested in research or the development and evaluation of educational programs and materials. The educational psychology program also develops individuals who wish to become instructional designers for P–12 schools, for higher education, adult education, business or industry.

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