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Program Evaluation (PRE, MHPE) - Coggle Diagram

- - - - Assessment - measuring what learners have achieved
      - Appraisal - a two-way conversation about personal and professional needs
      - Evaluation - judging the program, not the individual
    - - Evaluation - answers stakeholders' questions in their own local setting
      - Research - curiosity-driven, adds to general knowledge
      - Both use the same designs and methods
  - - - Understand the whole by studying its parts
      - Linear cause and effect - outcomes are predictable
      - Linked models - experimental; Kirkpatrick (AMEE)
    - - The whole is more than the sum of its parts
      - A program is an open system, interacting with its environment
      - Linked models - logic model (AMEE); Kirkpatrick (Ahmady)
    - - Nonlinear - a small change can have a big effect, and the other way round
      - Uncertainty and ambiguity are normal
      - Context and relationships matter most
      - Linked models - CIPP; logic model (Ahmady)
- - - - Randomized trials - hard to run in education
      - High internal validity, low external validity
      - Shows what happened, not why
    - - Level 1 Reaction - did they like it?
      - Level 2 Learning - did they gain knowledge, skills, attitudes?
      - Level 3 Behavior - do they apply it?
      - Level 4 Results - what impact did it have?
      - New World Kirkpatrick - a chain of evidence, not a causal chain
    - - Situation - the problem and its background
      - Inputs - resources
      - Activities - what the program does
      - Outputs - direct products of the activities
      - Outcomes - short, medium and long term
      - Impact - wider, longer-term change
    - - Context - What needs to be done?
      - Input - How should it be done?
      - Process - Is it being done?
      - Product - Is it successful?
      - Not to prove but to improve
      - Context, Input and Process are formative; Product is summative
    - - Intended use by intended users