W7A Evaluation of Program
Program resources such as proportion of the budget that can be devoted to evaluation as well as evaluation expertise of the staff partners; can influence the type and quality of the evaluation performed. Every effort of evaluation should be made to address the two most critical purposes of program evaluation. These purposes are assessing and improving quality and determining the effectiveness of the evaluation. Any planner that neglects evaluation will do so at a peril of program funding and perhaps even neglect some professional reputation (Jackson, 2011). Evaluation is considered a major area of responsibility for certified health education specialists and health educators, or any personnel employed in health promotion must understand the basic concepts of evaluation and its sequence, the most applicable evaluation designs and their methodology, and the analysis and report of data evaluation (Miller & Yang, 2007). This paper will evaluate the program Rubber Today for a Brighter Tomorrow, which makes an effort to design biological and behavioural initiative to curb the spread of HIV/AIDS among African American in the United States.
Process or formative evaluation relates to quality assessment and program improvement. In this program, process evaluation will take the form of pre-testing certain program components such as public service announcements, and the curriculum. Process evaluation will help assess the quality of the program and set the priorities right. in this regard, what the assessment will help determine is if the information and the curriculum is current and has enough information that pertains curbing the spread of HIV/AIDS among African Americans in the United States. This process will also help determine if the participants are interested in the program. You can determine this by selecting a sample population and carrying out an assessment on them to represent the bigger group. Impact evaluation will be used to determine the effectiveness of the program. The assessment to determine the effectiveness of the program can use the randomly selected sample and checking on the response the sample makes to the program (Jackson, 2011).
From the curriculum check on its effectiveness, for example, different groups and age groups will have different materials, which will draw some reactions from the participants. Penhale and Parker (2007) argued that adults learn better using pictured materials because the learning environment becomes interactive then. This is one of the ways through which, assessment will determine the effectiveness of the program. Outcome evaluation will be used to assess the overall and ultimate objective of the program. it will take the form of examinations that will determine physiological indicators, symptoms, vital measures of the virus and the mortality and morbidity of the participants. It takes place after the program has run for a specific period. Since impact evaluation is a long-term event, and takes more time and resources, the budget for the program will accommodate other interested parties to take part in the evaluation. Such partners include the social workers and the media who will be very vital in disseminating information to the intended recipients (Craighead, et al, 2002).
There are several evaluation designs to choose from in assessing a program. Examples are quasi and true evaluation designs. I chose Quasi evaluation design because it lacks randomization, which is a strength and a weakness in itself. Lack of randomization is a threat to internal validity (Miller & Yang, 2007). I chose the quasi evaluation design because I will be assessing many variables in this program, which, will be under treatment and those that will not be under treatment. It will require making many evaluations and assessment for people with HIV/AIDS and those that do not have the disease. Quasi evaluation design’s lack of randomization increases chances of mystifying variables and makes it hard to compare the managed and action groups at the baseline. Its strength is majorly lack of randomization which, offer more viable results when assessment program where randomization, such as in this case, is impossible. On the contrary, the true evaluation design requires a narrow evaluation program, which does not fit in this program evaluation case (McDavid & Hawthorn, 2006).
Information dissemination to all participants and other stakeholders is core to the success of the program. Evaluation will also assess the effectiveness of the program and the program can only be effective if, only there was effective dissemination of information was done. Information and materials are in different forms of media and the employment of the media in the program will make it easy for every party to get the information in due time. The budget for the program will cater for the printed materials and filling of questionnaires by the participants and the social workers in the community (Jackson, 2011). The social workers will also hold regular workshops throughout the communities and participants will take part in interactive discussions with the facilitators. Through the interactions, the participants will garner knowledge of the program’s objective. There shall also be use of films also and pictured materials in teaching. Facilitators will have to use these materials to ensure all participants use the best media possible for them to take effective part in the program. use of phone calls and having a closer relationship with the participants will create an environment that will be conducive for easier interactions (Chen, R. et al, 2006).
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Chen, R. et al. (2006). “Distribution of Health Care Expenditures for HIV-Infected Patients”. Clinical Infectious Diseases, Vol. 43, pp. 1003-1010
Craighead, W. E., & Corsini, R. J. (2002). The Corsini encyclopedia of psychology and behavioral science. New York: Wiley.
Jackson, S. L. (2011). Research methods: A modular approach. Belmont, CA: Wadsworth/Cengage Learning.
McDavid, J. C., & Hawthorn, L. R. L. (2006). Program evaluation & performance measurement: An introduction to practice. Thousand Oaks: SAGE Publications.
Miller, G. & Yang, K. (2007). Handbook of Research Methods in Public Administration, Second Edition. New York: CRC Press.
Penhale, B. & Parker, J. (2007).Working with Vulnerable Adults. London: Routledge.