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| resources, raw materials, clients, and staff that go into a program |
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| complete treatment or service delivered by the program |
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| the services delivered or new products produced by the program process |
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| the impact of the program process on the cases processed |
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| information about service delivery system outputs, outcomes, or operations that is available to any program input |
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| induviduals and groups who have some basis of concern with the program |
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| evaluation research that attempts to determine the needs of some population that might be met with a social program, is there even a need for a program |
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| evaluation research conducted to determine whether its feasible to evaluate a program's effects within the available time and resources |
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| evaluation research that investigates the process of service delivery |
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| process evaluation that is used to shape and refine program operations |
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| analysis of the extent to which a treatment or other service has an effect |
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| evaluation research that compares program costs with program effects- cost benefit analysis or cost effective analysis |
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| evaluation research that compares program costs with the economic value of program benefits |
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| evaluation research that compares program costs with actual program outcomes |
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| evaluation occurs when an evaluation of program outcomes ignores and does not identify the process by which the program produced the effects |
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| descriptive or prescriptive model of how a program operates and produces effects |
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| program evaluation that is guided by theory that specifies the process by which the program has an effect |
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| orientation to evaluation research that expects researchers to be responsive primarily to the people involved with the program |
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| expects researchers to emphasize the importance of researcher expertise and maintence of autonomy from program stakeholders |
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| expects researchers to respond to the concerns of people involved with the program- stakeholders- as well as to the standards and goals of the social scientific community; stakeholder + social science approach |
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| method of using preexisting data in a different way or to answer a different research question than intended by those who collected the data |
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| previously collected data that are used in a new analysis |
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| systematically analyzing and making inferences from recorded human communication, including books, articles, poems, constitutions, speeches, and songs |
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| theory and rationale for content analysis research |
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| what content will be examined and why |
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| conceptualizations in content analysis research |
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| what variables will be used in the study |
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| operationalizations in content analysis research |
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| your measures should match your conceptualizations, what unit of data collection will you use |
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| human coding in content anaylsis research |
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| coding schemes: codebook and coding form |
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| computer coding for content analysis research |
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| coding schemes: codebook, dictionaries |
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| sampling in content analysis research |
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| is a census of the content possible, how will you randomly sample a subset of the content |
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| training and pilot reliability in content analysis research |
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| when coders work together, find out whether they can agree on the coding variables |
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| coding in content analysis research |
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| need two coders to establish intercoder reliability, need at least 10% overlap for the reliability test |
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| final reliability in content analysis research |
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| calculate a reliable figure for each variable |
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| tabulation and reporting in content analysis research |
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| see various examples of content analysis results to see the ways in which results can be reported |
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| used to describe the distribution of, and relationships among, variables |
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| checking data for errors after the data have been entered in a computer file |
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| most common or typical value for variables measured at the nominal level |
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| extent to which cases are spread out through the distribution of clustered in just one location |
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| extent to which cases are clustered more at one or the other end of the distribution of a quantitative variable rather than in a symmetric pattern around its center |
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| graphic for qualitative variables in which the variable's distribution is displayed with solid bars separated by spaces |
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| graphic for quantitativr variables in which the variable's distribution is displayed with adjecent bars |
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| graphic quantitative variables in which a continuous line connects data points representing the variable's distribution |
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| numerical display showinf the number of cases and usually the percentage of cases |
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| total number of cases in a distribution |
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| combined frequency display |
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| table that presents together the distributions for a set of conceptually similar variables having the same response categories |
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| compressed frequency display |
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| table that presents cross classification data efficiently by eliminating unneccesary percentages |
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| most frequent value, easy to determine tabular or graphical forms, discrete data |
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| distribution that has two nonadjacent categories with about the same number of cases and these categories have more cases than any other |
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| distribution of variable in which there is only one value that is the most frequent |
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middle value or value at the 50th percentile in a rank-ordered distribution of scores, NOT INFLUENCED BY OUTLIERS
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| weighted average, adding total cases and dividing my amount of cases, using all information in data- subject to distortion from outliers |
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| highest value - lower value, ordinal, interval/ ratio |
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| exceptionally high or low value in a distribution |
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| end of the first quartile and the beginning of the third quartile |
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| statistic that measures the variability of a distribution as the average squared deviation of each case from the mean |
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| indicates how the scores are distributed around the mean, 68-95-99.7% rule |
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| symmetric, bell shaped distribution that results from chance variation around a central value |
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| displaying univariate statistics |
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| level of measurement matters- graphs or freqency distrubutions |
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Appropriate for discrete variables at the nominal and ordinal levels because they have discrete categories; It’s why the bars are not connected; the spacing indicates that the categories are discrete.
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| summarizes the differences among the value of a variable |
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| mean < median, negative/ left skewed |
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| mean > median, positive/ right skewed |
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| descriptive program theory |
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| what are the effects of a program and how do they occur |
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| prescriptive program theory |
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| how should the program be designed or implemented |
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| utilization focused evaluation |
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relies on a task force of stakeholders who help shape the evaluation as they are most likely to use the results
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| action/ participatory research |
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program participants act as coresearchers (design, implementation, and reporting of evaluation research)
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| why might a program not be evaluable |
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Definition
| management focus on confirmation of performance rather than intended effects, alienated staff and distrust of performance evaluations, lack of clarity about program goals among personell, |
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