This evaluation employed a Responsive Evaluation (Stake, 2004) approach in order to determine the programs outcomes, as well as the perceived values of the stakeholder (i.e. students, parents, and staff) most intimately involved with a school based mental health (SBMH) program. The results of the evaluation not only provided insights into the programs outcomes and value, but also helped to define the processes by which the program achieved these outcomes. Additionally, the evaluation allowed for the construction of a logic model that represented the stakeholder's perceptions of how the program operated to address the needs of stakeholders, and matched with a humanistic theory of the program. This evaluation approach differed from the more traditional experimental approaches used in science to service studies of SBMH research and evaluation. By using a case study method, stakeholders' views of the program became the foundation for determining the program's impact and value
See matching library entry files
- The focus of t...
It includes a set of draft ‘criteria for developing criteria’, with particular reference to public sector evaluations. The criteria derive from analysis of a survey completed as the first stage of a broader research project aimed at strengthening our ability, as professional evaluators, to deliver evaluative conclusions that are warranted
Evaluation-specific methodology: Why it MUST be in your toolkit. Slides from a 45-minute demonstration session from Jane Davidson and Michael Scriven at AEA 2013 in Washington DC. For more information, please see http://RealEvaluation.com and http://MichaelScriven.info #Rubrics ...
2013-10 AEA 45-min demo evaluation-specific methodology JDMS.pdf