CHAPTER 19
EVALUATION RESEARCH
TEACHING ACTIVITIES FOR CHAPTER 19
Activity 1. Identifying stakeholders and their perspectives.
The need to identify stakeholders and their perspectives is a common feature of the evaluation models described
in this chapter and also in other evaluation models. You can help your students develop an understanding of
stakeholders and their role in evaluation with this activity.
Start by mentioning programs that will be familiar to your students, for example, a daycare program, a college
sports program, a program of health insurance plans, a professional development program for teachers. For each of
your examples, ask your students to identify types of stakeholders whose perspective should be included if the
program were to be evaluated. For example, a daycare center offers programs for young children, and so the
stakeholders might include: parents of enrolled children, the enrolled children, the center’s staff, agencies that
Activity 2. Formative evaluation and R&D.
Many aspects of education can be improved through a process of formative evaluation. One way to help
students understand the importance of formative evaluation is to have them examine a program in its entirety or
some aspect of it, and then generate evaluative questions that they would like to ask if they were to do a formative
evaluation.
If you wish, you can use your course for this activity. Point out that the course is part of a larger program in
which they are enrolled (most likely, a degree or licensure program), and that this textbook is part of your course.
With this introduction, tell your students that you wish them to improve the textbook as a whole (or one chapter in
Activity 3. Analysis and evaluation of the article reprint.
You can ask students to read the reprinted article about the value-added model for evaluating teacher
effectiveness at the end of Chapter 19 and evaluate it using relevant criteria in Appendices 3, 4, and 5. In class, you
can call on students to state what they consider strengths and weaknesses of the study. Also, you can ask them to
form small groups in which they discuss the practical significance of the study’s findings.
MULTIPLE-CHOICE TEST ITEMS FOR CHAPTER 19
1. The concept of program culture refers to the fact that educational programs
a. have technical specifications.
b. include learning objectives necessary for a culture’s survival.
c. expect individuals to conform to certain rituals and roles.
d. are designed to fit into a school system’s existing culture.
2. In program evaluation, stakeholders are
a. participants in the program being evaluated.
b. individuals who are affected by the findings of the evaluation.
c. individuals who developed the program or who will profit from its dissemination.
d. All of the above.
3. The National Assessment of Educational Progress is based on the evaluation model of
a. objectives-based evaluation.
b. formative evaluation.
c. needs assessment.
d. responsive evaluation.
4. Needs assessments are conducted to determine whether
a. the costs of a program are justified by its benefits.
b. the intended audience for a new program is likely to adopt it.
c. all relevant stakeholders for a program evaluation have been involved.
d. there is a discrepancy between a desired and an existing situation related to a program
5. Of the following models of program evaluation, the most comprehensive is
a. formative evaluation.
b. CIPP evaluation.
c. responsive evaluation.
d. objectives-based evaluation.
6. In the CIPP model, input evaluation involves assessment of
a. needs, assets, and problems of a program’s stakeholders.
b. various plans, work plans, and budgets for a program.
c. program activities.
d. the program’s adaptability for use in various settings.
7. In responsive evaluation, the focus is on
a. the use of formative assessment.
b. the intended and unintended effects of a program.
c. stakeholders’ issues and concerns about a program.
d. identification of stakeholders who are concerned about or involved in the program.
8. The primary role of dialogue in responsive evaluation is to
a. promote stakeholders’ understanding of each others’ concerns and positions on issues.
b. promote the use of discussion as a component of educational programs.
c. encourage stakeholders to maintain communication until consensus is reached.
d. provide two-way feedback between stakeholders and program developers.
9. In educational R & D, formative evaluation
a. is used primarily to decide whether a proposal for a new program should be moved into
development.
b. is an alternative to the use of summative evaluation.
c. occurs primarily when the program is field tested.
d. can occur at any stage of the program-development process.
10. Summative evaluations of programs
a. are done to determine whether a completed program achieves its objectives under real-life
conditions.
b. are done to determine whether a completed program is better than existing programs.
c. are more likely than formative evaluations to be described in the educational literature.
d. All of the above.
11. The Joint Committee on Standards for Educational Evaluation
a. judges the adequacy of evaluations of educational programs developed with federal funding.
b. draws its members from state departments of education and the American Educational Research
Association.
c. developed a comprehensive set of criteria for judging the adequacy of educational program
evaluations.
d. developed a comprehensive set of criteria for judging the adequacy of educational programs.
12. The purpose of a meta-evaluation is to
a. assess the quality and effectiveness of an evaluation study.
b. have stakeholders decide which evaluation model will serve their needs best.
c. monitor an evaluation study while it is being conducted.
d. decide whether the evaluation study should have a formative or summative focus.
13. Value-added teacher evaluation focuses on
a. the degree of fit between a teacher’s values and those of the community in which the teacher
works.
b. gains in achievement test scores as a result of a teacher’s instruction.
c. the values of a program’s culture.
d. the quality of professional development offered to a school system’s teachers.
SHORT-ANSWER TEST ITEMS FOR CHAPTER 19
1. What is a stakeholder, and why is it desirable to include representatives of all stakeholder groups when doing
an evaluation study?
2. Describe two differences between formative evaluation and summative evaluation.
3. Select two of the following evaluation models and describe one primary characteristic of each model:
objectives-based evaluation, needs assessment, Context-Input-Process-Product evaluation, responsive
evaluation, and research and development.
CHAPTER 19
EVALUATION RESEARCH
Multiple-Choice Test Items
Short-Answer Test Items
