Program Planning and Assessment Proposal: Section 5, Program Evaluation Plan

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Question Description

To prepare for this Assignment, review all of the sections created in previous modules to date, especially the Module 2 Discussions and Assignments where you developed an outline of your evaluation plan. Revise your Evaluation Plan based upon new knowledge, Learning Resources, and previous peer and Instructor feedback.

Assignment: Program Evaluation Plan (2–3 pages in addition to the evaluation instruments to be placed in Appendix C)

Develop the following components of the evaluation:

The Program Evaluation Plan section evaluates the extent to which the program is meeting the predetermined program outcomes and objectives. The introduction includes the following:

  • A brief synopsis of the program proposal being evaluated
  • Questions guiding the evaluation
    • Select one informal and two formal methods or strategies for program evaluation data. At least two of the documents should use quantitative measures; requires the input of numbers or a graduated scale. Examples of approaches might include the following: A formal survey or checklist, formal interview, formal observation, formal anecdotal evidence such as test records, informal conversations, informal tally of comments, informal interviews, Question & Answer activity, etc.
    • Design three documents to gather program evaluation data. Each document must include all of the following:
  • Provide the name of the document (e.g., Likert Survey, Semantic Differential Scale, Checklist, Questionnaires, etc.)
  • Explain the type of instrument or activity (e.g., formal or informal)
  • Provide key purpose for the assessment instrument or activity (e.g., identify the top three concerns of stakeholders)
  • List guiding questions of the instrument or activity [Include a minimum of five and maximum of ten questions]
  • Describe how the instrument or activity will be implemented (e.g., Online Survey Monkey handout, email, etc.)
  • Illustrate how the data will be analyzed (e.g., descriptive statistics (frequency, mode, median, mean) or reporting of numbers in a graph, etc.)
  • Articulate how the findings will be reported (e.g., handout at staff meeting, email, etc.)

Conclusion: Summarize what you learned about the planning process and reflect upon what you would do differently next time you develop a program plan to implement. (2–3 paragraphs)

Appendix A: Annotated Bibliography
Appendix B: Needs Assessment Examples
Appendix C: Evaluation Instruments

Note: The contents of your paper should be substantiated by the literature, utilizing reference citations and providing a reference list at the end of the paper. Please refer to the APA manual (6th ed.) for appropriate guidelines to support scholarly discourse.

Refer to the “Program Planning and Assessment Proposal Overview, Introduction, and Guidelines” document in the Module 1 Learning Resources for specific information.

I have attached the following assignment documents for reference so that you see where I'm going with this. Thank you

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EDDD 8023 Course Project Program Planning and Assessment Proposal Overview, Introduction, and Guidelines For your course project you will develop a Program Planning and Assessment Proposal that consists of five sections. You will address each section as an Assignment within the course modules. In each Module, you are expected to submit your assignments for each section of the program planning proposal so you can receive formative feedback and input from your Instructor. The final (summative) project includes all five sections and is due in Week 10, Module 5. Please note that this document includes the entire set of instructions for your Program Planning and Assessment Proposal. You are encouraged to read these instructions at the very beginning of your course to get a general idea of what will be required of you. However, keep in mind that within each Module’s assignment section in your online course, you will see portions of these instructions again as guidance to complete specific sections of your Program Planning and Assessment Proposal. Program Planning and Assessment Proposal: Overview & Introduction Program planning, implementation, and evaluation are skills required of educational leaders. The term “program planning proposal” is all-encompassing; whether you plan an instructional module for college students, higher education curriculum, or a professional development program for an organization. The basic phases of program planning include the following: 1) 2) 3) 4) 5) Needs assessment Program outcomes & learning objectives Transfer of learning Program structure Program evaluation In this course, you will practice the skill of program planning and development as you create a program proposal that identifies and addresses an area of concern in your personal educational environment. You will refine and hone your skills as you receive formative feedback from your colleagues and course Instructor related to your Program Planning Proposal. You will address each of the five sections of your Program Planning Proposal as an application assignment within the course modules. The final (summative) project includes all sections and is due in Week 10 of Module 5. In addition to the required sections, include an introduction to the proposal (1–2 paragraphs) that will set the purpose for your paper and a conclusion (2–3 paragraphs) that summarizes your experience with this project. It is important to note that this project is a proposal/plan, and does not involve the actual collection of data. © 2016 Laureate Education, Inc. Page 1 of 6 NOTE: The contents of your paper should be substantiated by the literature, utilizing reference citations and providing a reference list at the end of the paper. Please refer to the APA manual (6th ed.) for appropriate guidelines to support scholarly discourse. This Program Planning and Assessment Proposal assignment meets the following Walden University Higher Education and Adult Learning Outcomes: 1.1 The Walden graduate will demonstrate knowledge of the current literature and trends in higher education and/or adult learning. 1.2 The Walden graduate will demonstrate the reflective teaching and learning skills needed by a professional in higher education and/or adult learning. This Program Planning and Assessment Proposal assignment meets two course objectives: • • Review foundational theory and research in the literature to identify concepts and practices that align with a learning environment’s mission. Experiment with the five stages of program development by designing a program proposal. You will complete the following steps: 1) Design (do not conduct) formal and informal needs assessment instruments that will identify a need, weakness, or gap in your personal educational environment. One of the needs assessment instruments will require numbers (a rating scale or analysis of anecdotal test scores). You will practice designing a needs assessment by producing two informal and one formal document for gathering data. 2) Establish the program outcomes and learning objectives required to meet the outcomes. 3) Review, analyze, select, and justify strategies and techniques to confirm that the program planning proposal can result in transfer of the learning from the instructional environment to a real-life or authentic situation. 4) Prescribe a structure or treatment (supported by the literature) that will promote or foster achievement towards the goal or desired outcome. 5) Anticipate how to evaluate the program to determine its effectiveness and future direction. This stage is both a conclusion and a stimulus for a new program proposal. As a conclusion, you will determine best practices to gather, analyze, and report data about the program proposal to stakeholders. The evaluation should include several (one informal and two formal) methods. As a stimulus for a new program proposal, you will be using this phase as an indicator of needs to determine the next direction for action. © 2016 Laureate Education, Inc. Page 2 of 6 Program Planning and Assessment Proposal - Guidelines Use the APA template from the Walden Writing Center to guide your writing and presentation for this project. The template accessed by this link is a general APA paper template and is not specific to this project. The link to this template is as follows: http://writingcenter.waldenu.edu/57.htm General instructions: • • • Review all the documents related to the assignments (instructions/overview, course readings, and rubric). Each section of your proposal will be submitted for feedback during the Module when it is assigned. You can use the feedback to revise your proposal before it is submitted for a final grade in Week 10 of Module 5. Write a report that includes the five sections, including Appendices. You can use the Program Planning Proposal outline as a template. o Introduction ▪ Section 1: Social & Organizational Context of your Learning Environment ▪ Section 2: Needs Assessment Plan ▪ Section 3: Program Outcomes and Learning Objectives ▪ Section 4: Program Design Structure ▪ Section 5: Program Evaluation o Conclusion ▪ Appendix A: Annotated Bibliography ▪ Appendix B: Needs Assessment Examples ▪ Appendix C: Evaluation Instruments NOTE: The contents of your paper should be substantiated by the literature, utilizing reference citations and providing a reference list at the end of the paper. Please refer to the APA manual (6th ed.) for appropriate guidelines to support scholarly discourse. © 2016 Laureate Education, Inc. Page 3 of 6 Program Planning and Assessment Proposal Template Refer to Course Assignments for additional information. Introduction: Set the purpose for your paper by providing an overview of what you hope to do. (1–2 paragraphs) Section 1: Social & Organizational Context of your Learning Environment (1–2 pages) • Describe the learning/work environment. • Identify the major stakeholders. • Identify the immediate issue(s), concerns, gaps, or trends that need to be addressed. • Analyze the contextual factors influencing the situation. • Synthesize the strengths and challenges within the organizational environment. • Describe how your program proposal aligns with your organization’s mission. Section 2: Needs Assessment Plan (2–3 pages in addition to the assessment examples to be placed in Appendix B) Select two informal and one formal method or strategy for gathering data (needs/ideas). At least one method should use quantitative measures that require the input of numbers or a graduated scale. This approach to gathering data from several perspectives in the field will strengthen your findings. Examples of approaches might include the following: A formal survey, a formal interview, a formal observation, formal anecdotal evidence such as test records, informal conversations, informal interview, checklists, etc. Remember that you will NOT conduct the needs assessment; this is only a proposal or plan. • Design three documents to gather data or evidence of needs. Each document must include all of the following: o Provide the name of the document (e.g., Likert Survey, Semantic Differential Scale, Checklist, etc.) o Explain the type of instrument or activity (e.g., formal or informal) o Provide key purpose for the assessment instrument or activity. For example, identify the top three concerns of stakeholders or describe the concepts measured by the needs assessment instrument. o Explain processes to be used for assessment of reliability and validity of the instrument(s) (test-retest reliability, internal consistency, validity, etc.) o List guiding questions of the instrument or activity (Include a minimum of five and maximum of ten questions.) o Describe the process of how the instrument or activity will be disseminated, collected, and where the raw data will be maintained (e.g., © 2016 Laureate Education, Inc. Page 4 of 6 Online Survey Monkey, handout, email, maintained in a confidential folder on your personal computer, etc.) o Explain how the data will be analyzed (e.g., descriptive statistics (frequency, mode, median, mean, etc.) or explain the data to measure each variable in the study. o Explain how the findings will be reported, (e.g., handout at staff meeting, email, conversations, etc.) Section 3: Program Outcomes and Learning Objectives (2–3 pages) Identify the desired knowledge, skills, and attitudes to be accomplished. To do this: • • • Design three desired program outcomes based on needs assessment data. Select one of the three program outcomes (one that is aligned with the institutional/organizational professional development goals) Formulate 2–3 learning objectives that scaffold learning towards the outcome. Section 4: Program Design Structure (2–3 pages) Create a specific action plan that aligns with your program design and addresses your objectives and outcomes. Your action plan will: • • • • Define the purpose of the program in a way to justify the structure Describe program format (individual, small-group, large group, distance learning, community) Explain program timeframe (specific dates or length of time) Justify resources needed (people, fiscal, space) Section 5: Program Evaluation Plan (2–3 pages-in addition to the evaluation instruments to be placed in Appendix C.) The Program Evaluation Plan section evaluates the extent to which the program is meeting the predetermined program outcomes and objectives. The introduction includes the following: • • o A brief synopsis of the program proposal being evaluated o Questions guiding the evaluation Select one informal and two formal methods or strategies for program evaluation data. At least two of the documents should use quantitative measures; requires the input of numbers or a graduated scale. Examples of approaches might include the following: formal survey or checklist, formal interview, formal observation, formal anecdotal evidence such as test records, informal conversations, informal tally of comments, informal interviews, Question & Answer activity, et cetera. Design three documents to gather program evaluation data. Each document must include the following: © 2016 Laureate Education, Inc. Page 5 of 6 o Provide the name of the document (e.g., Likert Survey, Semantic Differential Scale, Checklist, Questionnaires, etc.) o Explain the type of instrument or activity (e.g., formal or informal) o Provide key purpose for the assessment instrument or activity (e.g., identify the top three concerns of stakeholders) o List guiding questions of the instrument or activity [Include a minimum of five and maximum of ten questions] o Describe how the instrument or activity will be implemented (e.g., Online Survey Monkey, handout, email, etc.) o Illustrate how the data will be analyzed (e.g., descriptive statistics (frequency, mode, median, mean) or reporting of numbers in a graph, etc.) o Articulate how the findings will be reported (e.g., handout at staff meeting, email, etc.) Conclusion: Summarize what you learned about the planning process and reflect upon what you would do differently next time you develop a program plan to implement. (2–3 paragraphs) Appendix A: Annotated Bibliography Appendix B: Needs Assessment Examples Appendix C: Evaluation Instruments © 2016 Laureate Education, Inc. Page 6 of 6 Running head: NEEDS ASSESSMENT PLAN Instructor Feedback A good base to work from. I’m kind of confused about exactly what needs you are trying to assess or really for what purpose. Are you trying to assess needs that will help you improve services or instruction? For the final project this really needs to be clarified. Also, for the final project, please include a more developed assessment instrument. See my margin comments below and let me know if you have questions or want to discuss. Tina Needs Assessment Plan Module 2 week 4 September 24, 2018 1 NEEDS ASSESSMENT PLAN 2 Semantic Differential Scale A semantic differential scale is a formal rating scale that is used in measuring the connotative meanings of events, objects, concepts, and an idea. In most cases, they are all about getting the attitudes (Lewis, 2015). The instrument is used in the measurement of attitudes due to the versatility of items used and helps in developing a classification system for data users. Processes used in the assessment of reliability and validity are test-retest reliability while at the same time using internal consistency. Internal consistency ensures that perceptions and attitudes are not affected pre-measurement. Questions to include will be: What to capture in the scale, what needs to be assessed, what is the effectiveness of the method? What can be improved? And lastly, what are the implications of the measurements on the individuals. Maintaining and collection of raw data should be done using emails, handouts and to ensure that it is safeguarded personal folders will be used. Online Survey Monkey will also come in handy. Data collected will be analyzed using descriptive statistics like mode, frequency and mean. This will be to ensure that the spread is captured. The findings of the survey will be reported and shared using emails, conversations and in some cases physical staff meetings. Likert Survey scale The survey will incorporate the use of Likert Survey scale questionnaire to gather evidence needs. This process is a 5- or 7-point scale that offers a range of answer options (Joshi, Kale, Chandel, & Pal, 2015). The Likert survey questionnaire involves questions ranging from one extreme attitude to another. Ideally, the Likert Survey questionnaire is used to measure personality, attitudes and beliefs, and academic achievement. It is it will also be used to gauge opinions, perceptions, and behaviors. NEEDS ASSESSMENT PLAN 3 About validity, the constant comparison among the codes that emerge within the analysis will be used. Reliability will be measured using Test-Retest Reliability. This will involve measuring a construct and assume they are consistent (Joshi, Kale, Chandel, & Pal, 2015). The scores from the Likert questionnaire will be tested whether they have been consistent across time against the set construct. Examples of questions that the Likert questionnaire will use are: How likely would you recommend this college to your friends? Please rate your satisfaction with the services offered by Music Institute? How do you about each item in college about its importance to you? The guiding questions will include; what to capture in the scale, what needs to be assessed, what is the effectiveness of the method, what can be improved and lastly, what are the implications of the measurements on the individuals The Linker survey question will be distributed to the survey participants by directly email them the form with the question. The participants will be expected to submit the filled from within the stipulated time. The collected data will be analyzed using descriptive statistics like mode, frequency and mean. This will be to ensure that the spread is captured. The score results from Likert survey questionnaire will be reported and shared by the use of emails, conversations and in some cases physical staff meetings. Interviews Interviews are modalities by which questions are asked, and answers are given for the problems (Sekaran & Bougie, 2016). Interviews are formal instruments of data collection which are a helping to help offer clarity on issues. The principal purpose of the interview will be to get straightforward and clear explanations or get information regarding an issue. The validity will be used for assessment and reliability for consistency of data collected; this is two will be achieved NEEDS ASSESSMENT PLAN 4 by doing due diligence. Questions will include; what to capture in the interview? What pitfalls to avoid in interviewing? What reasons advise certain perceptions or attitudes? What needs to be reassessed or improved? How to prevent biases? The last question to consider should be; what are the pros and cons of using data from interviews? Maintaining and collection of raw data should be done using emails, handouts and to ensure that it is safeguarded personal folders will be used. Online Survey Monkey will also come in handy. Data collected will be analyzed using descriptive statistics like mode, frequency and mean. This will be to ensure that the spread is captured. The findings of the survey will be reported and shared using emails, conversations and in some cases physical staff meetings. 5 NEEDS ASSESSMENT PLAN References Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396. Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473-475. Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John Wiley & Sons. Running head: PROGRAM OUTCOMES AND LEARNING OBJECTIVES Instructor Feedback I like where you are going with this. I need you to step back and think about your program outcome. Program outcomes are not a series of skills, but the reason for creating the program in the first place. It seems to me that you are developing advanced musicians. This should be reflected in your program outcome. It’s the overarching idea for the program. The ones you listed as outcomes are really learning objectives for a variety of courses that will help students acquire these skills. Do you see the difference? Let’s discuss if you have questions. Tina Program Outcomes and Learning Objectives Module 3 Week 6 October 9, 2018 1 PROGRAM OUTCOMES AND LEARNING OBJECTIVES 2 Desired Program Outcomes Based On Needs Assessment Data Among the desired outcomes of the Master of Music in Performance Studies is the ability to research music in a developed manner. It is the desired outcome of this program to enable the learners to have the skills to effectively study music and get the truth on the development of music and other capabilities in the art industry. It is an outcome that is expected at the very end of the program. Second, one is supposed to be able to develop their music using different instruments. It is the expected outcome that the students will be able to create their music after going through the specific course. The idea of developing one’s own music and tunes are one that many students want and it is a set outcome that after the program students should be able to build their songs and music using a set of instruments. Lastly, there is the expectation that the students will be able to understand the foundation of music and how the most iconic music is formed. Getting to understand tunes and music, in general, is more than just listening and enjoying music. It is the intended outcome of the program to h ...
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Running head: PROGRAM EVALUATION PLAN

Assignment: Program Evaluation Plan
Author’s Name
Institution Affiliation
Instructor
Date

1

PROGRAM EVALUATION PLAN

2

Assignment: Program Evaluation Plan
Introduction
Organizations use a program to identify a problem(s) or need(s) and designs a plan for
addressing them. Contemporary studies indicate that a successful plan must have specific
objectives and a process for meeting them. Therefore, program planning refers to all processes
needed by an organization to achieve the stated objectives. In this case, the program will revolve
around the issues that might hinder or arise when developing the student’s creative skills and
natural talent, especially in the music industry....

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