An experience in program evaluation

University of Florida Gainesville, Florida Program evaluation has become synonomous with designing educational programs, especially for those involved in the design of programs for state and federal funding. Follow Through, to a large extent, is probably a major reason for the present emphasis on evaluation since a universal problem for all of the Follow Through Models has been the development of an adequate evaluation design. This paper draws upon the conceptual and historical aspects of some of the present evaluation problems experienced in Follow Through, as well as some of the practical solutions that have been explored. The purpose of this paper is: 1) to examine three major problems that have occurred in translating evaluation theory into practice; 2) to clarify misconceptions about these problems and the evaluation process; and, 3) to suggest ways of avoiding these problems in future program evaluation efforts. A number of excellent references are available to the reader who wishes more specific, yet practical outlines for evaluating educational intervention programs (Anastasiow and Hanes, 1976; Olmsted, Ware and Newell, 1976, and Ware, Olmsted and Newell, 1976). Historical Background of Follow Through

Engineering ethics · Evaluation methods · Intervention (counseling · Management science · Mathematics education · Political science · Process (computing · Program evaluation · State (computer science · Computer Science · Engineering · Evaluation and Performance Assessment · Psychology · Public Administration

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