Essay Example on Gathering Data for Formative Evaluation: Types & Benefits

Introduction

The term formative evaluation refers to a type of evaluation carried out when a new program is being established or when there is a need to improve or modify an existing one (Drummond & Murphy-Reyes, 2017). One of the reasons why formative evaluation is conducted is that it helps to determine whether a program or activity is acceptable, appropriate, or feasible before being rolled out (Linsley & Roll, 2020).

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Types of Data to be Collected

In the proposed program aimed at addressing the growing and high prevalence of childhood obesity in the State of Alabama, physical exercise intervention will be utilized. Quantitative and qualitative data are useful in carrying out a formative evaluation based on the nature of the critical questions associated with it. The first question is whether the program is reaching the intended number of audiences based on enrollment and retention data. This question can be best addressed using quantitative data involving counting the number of enrolled participants and those who exit the program.

The second question is whether inputs contribute to program functioning. In this case, there is a need to determine whether there are sufficient organizational supports, time and space, services, material, and personnel. The second question can be best addressed qualitatively and qualitatively. Qualitative approaches may include an interview of the program manager to understand his or her experiences availability of personnel and appropriate data systems. An example of quantitative data includes counting the number of personnel to determine whether they are sufficient to implement the activities and interventions.

Evaluators and Stakeholders

Some various evaluators and stakeholders would be involved in formative evaluation. The primary evaluators and stakeholders include the proposed physical exercise program include healthcare professionals such as health educators, teachers, and parents.

Goals of Formative Evaluation

It is crucial to understand that this type of evaluation shows if the planned program elements are likely to be required, comprehended, and supported by the target population. Additionally, it shows the degree to which an evaluation is conceivable based on the objectives and goals. Moreover, it allows for changes to the program before its implementation starts (Alkin & Vo, 2017; Jayne & Judy, 2018; Scaffa & Reitz, 2020). Furthermore, it maximizes the possibility that the program will be successful (Zeni, 2019).

Process Evaluation

The term process evaluation refers to a type of evaluation conducted to assess whether program activities are being carried out or implemented as planned (Centers for Disease Control and Prevention, 2018) Fisher et al., 2018). This type of evaluation is used as soon as the program implementation starts (Issel & Wells, 2017). It can also be done when an existing program is being run.

Types of Data to be Collected

In process evaluation, the primary data that is collected includes those related to workers' administration of the interventions and the time they spent with the participants or clients (Grinnell, 2018). Therefore, both quantitative and qualitative data can be used in the process evaluation. For instance, quantitative data that can be collected include the number of minutes the teachers or parents teach their children physical exercises. On the other hand, qualitative data may consist of teachers' and parents' stories or narration related to the challenges of implementing physical exercise intervention.

Evaluators and Stakeholders

The primary stakeholders in process evaluation are parents and teachers because they are interested in the results of the program and the uses of the results. Their interest in the program is attributable to the fact that they will be directly involved in ensuring that the physical exercise intervention has been carried out by the children as planned.

Goals of Process Evaluation

Process evaluation is aimed at achieving two goals. First, it helps those tasked with running the program to understand the problems that may be encountered in the program. Understanding whether problems will arise will help in developing effective mitigation strategies or avoiding them if possible. Second, it allows for monitoring whether the program plans and activities are running well as intended. Therefore, it shows whether the program is working, whether it is being implemented as planned, and the degree to which it is being executed as designed. If the plans and activities are not working as expected, appropriate strategies are put in place to rectify.

Outcome Evaluation

Outcome evaluation refers to a type of program evaluation aimed at assessing how the program affects the target individuals by determining the progress in the outcome objectives that the program is to accomplish (Mertens & Wilson, 2018). It is used when the program has established contact with at least one individual in the target audience.

Types of Data to be Collected

Both quantitative and qualitative data will be gathered for use in outcome evaluation. The choice of data type depends on whether the issues that will be addressed in this evaluation will be addressed quantitatively. One of the examples of outcomes that will be addressed in the proposed program is whether there is an increase in the percentage of time spent by the children in physical exercise. In this case, time spent in physical activities can be quantified in minutes or hours. Another outcome that is related to the proposed program is an increased number of children who attain recommended levels of physical exercise per day. This outcome can also be addressed using quantitative data since time, in minutes or hours, can be measured numerically.

Evaluators and Stakeholders

The evaluators and stakeholders that will be involved in outcome evaluation include teachers and parents. Both of these stakeholders will be tasked with recording the number of minutes the children engage in recommended levels of physical exercise per day. This will help to understand whether the program is in progress towards achieving the desired objectives and goals.

Goals of the Outcome Evaluation

Outcome evaluation is aimed at understanding the extent of a program is having an impact on the target individual's behaviors. That is, it helps the program manager to determine whether the program activities lead to changes in the population's practices. Second, outcome evaluation helps to understand whether the program is effective in achieving its objectives.

Impact Evaluation

The term impact evaluation refers to a type of program evaluation aimed at assessing the effectiveness of programs in attaining its desired goals. This type of evaluation enables a program evaluator to obtain information related to the impacts produced by a specific intervention- direct and indirect, intended and unintended, and positive and negative (Better Evaluation, 2020). This implies that an impact evaluation helps to determine the factors associated with observed changes, also known as causal inference.

Types of Data to Be Collected

It is essential to examine the questions that need to be addressed by this type of evaluation. An example of an impact related to the proposed program is whether the program leads to maintained physical activity levels. In this case, quantitative data is appropriate because physical activity levels can be measured numerically using minutes or hours. Another impact of the proposed program is a decreased prevalence of childhood obesity. To determine whether there is a reduction in the incidence of obesity, quantitative data will be utilized.

Evaluators and Stakeholders

The most crucial evaluator and stakeholder in impact evaluation is a healthcare professional such as a health promoter or educator. This is because they have the essential skills and knowledge needed to measure the impact (rates of childhood obesity) at the start and the end of the program.

Goals of the Impact Evaluation

Impact evaluation is used to determine the extent to which the program attains its overall goal. For instance, in the proposed program aimed at addressing the problem of childhood obesity, this type of evaluation helps to understand whether the program has led to decreased obesity rates and by what percentage. Additionally, impact evaluation provides evidence that can be used to make necessary policy and funding decisions. For example, if the program is found to be effective in achieving the goals e.g., decreased obesity rates, then the results can be used to seek more funds to address a similar problem on a larger scale or in other areas.

Differences Among the Different Types of Evaluation

The differences between the different types of evaluation can be seen in how they are used. Formative evaluation is used to determine if the planned program elements are likely to be required, comprehended, and supported by the target population. It is carried out when a new program is being established or when there is a need to improve or modify an existing one. Conversely, process evaluation is done when the implementation starts and is aimed at assessing whether program activities are being carried out or implemented as planned.

Unlike formative and process evaluations, outcome evaluation is used to assess how the program affects the target individuals by determining the progress in the outcome objectives that the program is to accomplish. Lastly, in contrast to formative, process, and outcome evaluation, impact evaluation is used to determine the extent to which the program attains its overall goal. It is conducted at the end of the program.

Ethical Considerations Related to Evaluation

There are various ethical considerations associated with program evaluation. One of the ethical concerns is the need to ensure that honesty is maintained between the evaluator and participants (Regents of the University of Minnesota, 2020b). The evaluator needs to be honest on why s/he is conducting the evaluation and what s/he aims to achieve. The relationship should also be anchored on truth and respect between the evaluator and the participant (Regents of the University of Minnesota, 2020b).

Cultural Considerations Related to Evaluation

An evaluator should show cultural competence in his or her evaluation. This is manifested through the ability to adapt to reach diverse groups (Regents of the University of Minnesota, 2020a). This enables him or her to reach all the target audiences and collect data needed to evaluate the program without any problem. Second, s/he should understand the negative stereotypes likely to be faced by certain people. By avoiding such stereotypes, the evaluator will have minimal difficulty in data collection and evaluation. Third, s/he should understand diverse cultures and how to interact with them appropriately. Additionally, a program evaluator should value diversity between groups and people (Regents of the University of Minnesota, 2020a).

References

Alkin, M. C., & Vo, A. T. (2017). Evaluation essentials, second edition: From a to z. Guilford Publications.

Better Evaluation. (2020). Impact evaluation. https://www.betterevaluation.org/en/themes/impact_evaluation

Centers for Disease Control and Prevention. (2018). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools - second edition. Lulu.com.

Drummond, & Murphy-Reyes, A. (2017). Nutrition research. Jones & Bartlett Learning.

Fisher, E. B., Cameron, L. D., Christensen, A. J., Ehlert, U., Guo, Y., Oldenburg, B., & Snoek, F. J. (2018). Principles and concepts of behavioral medicine: A global handbook. Springer.

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