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| decisions made by an evaluator or researcher that ought to be mentioned because they identify the parameters and boundaries set for a study. Examples are why some literature is not reviewed, populations that studied, certain methods not used. |
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| assesses a process or program to provide evidence and feedback for the program |
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| phenomena the evaluator or researcher cannot control that place restrictions on methodology and conclusions. Examples are time, nature of data collection, instruments, sample, analysis. |
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| take a variety of forms, but generally depit aspects of a program such as inputs, outputs, and outcomes. Scaled down, somewhat linear, visual depiction of program |
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| organized process using scientific method generating new knowledge |
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| refers to consistency, dependability, and stability of the measurement process |
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| the degree to which a test or assessment measures what it is intended to measure. |
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| operational forms of a construct. They designate how the construct will be measured in designated scenarios |
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| what or who is being studied or evaluated (individual, group, organization, program) |
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| inputs/resources, activities, outputs, short term outcomes, intermediate outcomes, long term outcomes |
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| attainment, decision-making, goal-free, naturalistic, systems analysis, utilization focused |
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| focused on program objectives and goals, standard for evaluation |
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| based on 4 components designed to provide the user with the context, input, processes, and products with which to make decisions |
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| not based on goals; evaluator searches for all outcomes including unintended positive and negative side effects |
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| focused on qualitative data and uses responsive information from participants in a program; most concerned with narrative explaining why behavior did or did not change |
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| based on efficiency that uses cost benefits or cost effectiveness to quantify effects of a program |
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| done for and with a specific population |
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| CDC 6 step framework for program evaluation |
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| engage stakeholders; describe program; focus on the evaluation design; gather credible evidence; justify conclusions; ensure use and share lessons learned. Standards are utility, feasibility; propriety, accuracy |
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| describes, exploratory, profiles characteristics of group, focus on what, assumes no hypothesis, requires no comparison group |
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| explains, more explanatory, analyzes why a group has characteristics, focuses on why, assumes hypothesis, requires a comparison group |
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| existing data collection instruments |
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| BRFSS, YRBSS, NYTS, NHANES, National Health Interview Survey |
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| behavioral risk factor surveillance survey- telephone surveys that collect state data from adults regarding health related risk behaviors, chronic health conditions, and use of preventive services |
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| youth risk behavioral surveillance system- telephone survey of youth and young adults about violence, tobacco, alcohol, drugs, diet, sex, and physical activity |
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| national youth tobacco survey- middle and high school youth about tobacco |
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| national health and nutrition examination survey- series of studies that assess the health and nutritional status of adults and children, interviews and physical exams |
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| National Health Interview Survey |
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| monitors the health of the US population through collection and analysis of data on range of health topics |
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| nature and purpose of program, risks or dangers, possible discomfort, benefits, alternative programs or procedures, stop at any time |
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| institutional review board |
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| health insurance portability and accoutability act |
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| software to analyze quantitative data |
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| excel, spss, sas, stata, R open source |
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| software to analyze qualitative data |
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| atlas.ti, ethnograph, hyperresearch, qsr nvivo, maxqda |
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| introduction, literature review, methodology, results, conclusion, recommendation, summary |
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| used to objectively evaluate potential health effects of a project or policy before it is developed or implemented;HIA |
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| screening, scoping, assessing risks and benefits, developing recommendations, presenting results, evaluating |
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| CDC Framework for program evaluation |
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Definition
Standards: utility, feasibility, propriety, accuracy
Steps: engage stakeholders, describe program, focus evaluation design, gather credible evidence, justify conclusions, ensure use and share lessons learned |
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| Manipulate at least one independent variable, research participants are randomly assigned to experimental or control group |
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| Quasi-experimental design |
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| Seek to manipulate at least one independent variable, may contain a comparison group, random assignment does not occur |
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| Cross-sectional, no manipulation of variables |
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| Method for collecting all the individual data from a group of studies, combining them into one large set of data, and then analyzing the data as if it came from one big study |
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| Published qualitative review of a comprehensive synthesis of publications on particular topic |
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| Systematic statistical method of evaluating data based on numerical results of several independent studies of the same problem |
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| Includes conclusions and recommendations, most likely to be read by stakeholders, indicates whether the analyses supports the hypothesis, includes recommendations for future research and new research questions |
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| Presents evidence tested against the stated hypotheses or research questions, presents statistical findings, includes discussion of what the findings mean, provide interpretation, implications, and applications to practice |
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| Describes how evaluation was carried out, includes overview of procedures, subjects and data gathering instruments |
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