Character Education Program Evaluation Coursework

Introduction

The logical evaluation of a program is generally based on the matters of the assessment of its efficiency, its structure, and the helpfulness in solving particular aspects of the education. The ways of evaluating the evidence based character education program may be numerous, but the main aim of the evaluation should be closely associated with the matters of conducting the meaningful analysis, defining the potential benefits of the program, and outlining the key challenges which will arise when the program will be implemented.

Program evaluation

There is need to evaluate educational programs often for the purpose of upgrading it or identifying areas which need to be improved. Evaluation of the programs ensures that they are able to meet the changing needs of the learners or the market which it addresses.

Programs are not dependent on their own and there contents are determined mainly by the trainers it meant to train and the market needs which keeps on changing. It is evident that is program are not evaluated they end up being absolute, irrelevant or even substandard. The questions which I would propose to be used to evaluate the program are:

1. Whether the course is able to achieve educational objectives as it is affirmed in the materials it delivers. This question is mainly dependent on the changes which are expected in the program goal. I have decided to include this question for evaluation because most of the time objectives of the study are misunderstood or not evaluated properly and they are the main core activities which determines effectiveness of the program
2. There is also need to evaluate the learners on whether the program was able to meet their expectations. Learners are also a major stakeholder of the program because the program is designed for their purpose. Therefore, is need for their views to be taken in to considerations on whether the project is done minor or major overhaul.
3. How the instructional methods were used in the program. Instructional methods evaluates on the delivery mode of the project therefore it shows on how the project delivers its content to the intended users. Delivery of the project is paramount as it promotes understanding of the program when its being taught.
4. It should also measure the effectiveness of the program in relation to others which address the same issues. Efficiency of the program is paramount as it shows how the project is performing. Its change would increase on quality of the program which makes it much effective and of high quality.
5. Enquire on the topics which would be recommended to be included in the future programs. Changes in the topics to be included in future promote diversification of the project and it is able to accommodate new suggestions in the project. It also ensures that the project is up to date with needs of the future project.
6. Finally the evaluation should be able to rate the following attributes of the project; content quality, Usefulness and clarity of visuals, its delivery, hands on learning opportunity, and opportunity of leaner’s participations by asking questions. The rating to these questions should be grouped on whether they are excellent, good, fair, poor or not applicable.

Analysis

The necessity and capability of the assessment of the elaborated program may be featured with the opportunity to regard it from various perspectives. Thus, the evaluated logic model of the program entails everything that is required for the properly composed program, and the problem statement, which is regarded as the basis for the program. However, the problem statement of the existing program is weak, and the description can not be regarded helpful enough for the evaluation of the program.

The logical discussion of the provided identity of the program is closely associated with the matters of rationales and assumptions of the program. Considering the necessity to provide the analysis of the logical structure, it should be emphasized that this structure may be evaluated only from the position of outputs and external factors, as any program in general is the adaptation for the external factors and necessities of the environment. Thus, from the internal point of view the program may be perfect, while it may not fully suit the external requirements and the environmental grounds of the program.

Challenges

The main challenges of the program may be the weakness of the problem statement and the improper implementation of the valued goals into the program itself. The fact is that, the real requirements, associated with the problem statement, and the outline of the goals. Originally, the meaningful evaluation of the program requires the detailed and thorough analysis of the logic model of the program, which is a valuable tool for the planning and development of the program creation and implementation. The fact is that, the structure of the of the program, and its logical planning is closely linked with the necessity to think over the program strategy, which is responsible for the implementation of the innovations, and clarify, whether program is really required and suitable for the existing circumstances.

Another challenge is the communication strategy. The fact is that, the issues of communication define the interconnection of the particular elements of the program, and define the effectiveness of the links, arranged within the program. The process of communication is a properly created logic model, and may be regarded as a powerful implementation and performance tool. It can reveal the activities of the program, as well as the possible outcomes, thus emphasizing the connection between these two components (Wolf, 2004, p.150).

Potential Benefits

The benefits of the program implementation are closely associated with the matters of the adaptation for the educational requirements. The fact is that, all the benefits, linked with the implementation of the program, are based on the further extension of the educational program, and better structuring of the given materials. In the light of this statement, it should be emphasized that the real values of the program are covered in the factor of activities and outputs. Originally, the matter is not in the activities, required for the implementation of the program, but in the activities, which the program originates. Consequently, it should be emphasized that the benefits of the program implementation are closely linked with the better structuring of the entire process, consequently, the logic model, created for outlining the program is linked with the basic aspects of the program functioning. Originally, the necessity to structure the program, and control its logical model should be covered by the necessity to evaluate the entire principle, which the program is based on (Lindgren, 2007).

The key benefit of the program is aimed at the principles of better community interaction among students. The fact is that, the logic model of the program is aimed at demonstrating the real purpose of the identified goals of the program. Originally, positive results depend on the values of the achievements, and the resources, which should be used for accomplishing the program goals.

Conclusion

Finally, it should be emphasized that the real value of the program and the aim of the program analysis is based on the goals and achievements of the program implementation. Depending on the environmental purposes and the values of the program, its challenges and benefits vary essentially, as the changes of the environmental circumstances may turn positive evidence into challenges and vice versa. Therefore, the thorough analysis of the environment, requirements for the program, and the values, which are pursued, define the problem statement factor for the program implementation.

References

Lindgren, H. C. (2007). Educational Psychology in the Classroom. New York: Wiley.

Wolf, R. M. (2004). Evaluation in education: Foundations of competency assessment and program review (3rd Ed.). New York: Praeger Publishers.