The High School DWI Program’s Objectives and Methodologies Report (Assessment)

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This program will dwell on seven objectives thus far identified. Though previous submissions have dealt with evaluation of the objectives, there is need for precision concerning evaluation and the timeline involved. It is important to note that both summative and normative methods of evaluation will be used in this evaluation. According to McDonald (2002, p. 12), summative evaluation mainly focuses on the efficacy of the target for instance a product and in this case the high school DWI program. It basically judges a program’s worth at the end of the program period (Russ-Eft et al. 2009, p. 19). Formative evaluation on the other hand is concerned with prescriptions for action and modification through measures such as test runs (Royse et al., 2009, p. 112).

This evaluation will provide a clear timeline while specifying for each objective what is going to be measured, whether the measurement falls in the summative or formative evaluation categories and the personnel who will be involved in the evaluation. Additionally, the evaluation will detail how the objective will be measured as well as the instruments that will be used in the measurements. Furthermore, the evaluation plan will mainly through summative education detail how success of any of the objectives will be evaluated.

According to Timmreck, there are six levels of evaluation that normally range from simple to complex (2003, p. 20). This evaluation program will subtly integrate the six levels of evaluation together with the key points above to present a comprehensive approach that will be applied in evaluating the DWI program.

Objective	What is measured	Type of Evaluation	Personnel Involved	How Measurement will take place	Outcome measures/ Instruments	Evaluation of success
0 months – 1 year To ensure every teenager high school freshman goes through the mandatory drunk driving classes. This is to chiefly ensure that students and young drivers are well equipped and prepared to help deal with DWI in the city and the state.	The level of enrollment The kind of reception by schools, community and students	Formative evaluation will be used at the beginning mainly to determine the areas that need improvement in order to ensure maximum participation Summative evaluation at the end of the program	Teachers Program leaders Volunteers especially registration clerks and data analysts and public campaign leaders	Data analysis Visual Observation Questionnaire administration to determine the perception in the community	Over 70% enrollment rate rate	High enrollment
0-6 months To push for passage of a legislation requiring attendance to the classes by the target group and an extension of the program to accommodate other groups. Passage of such a law will make it easy for implementation of such a directive in restricted situations such as private schools.	Existence of a fully functioning law that supports the program and is implementable	Formative evaluation to improve its efficiency in meeting its initial target	Volunteer lawyers	Analyzing its effectiveness in assisting program implementation		Successfully compelling all schools both private and public to adopt the program.
0 months- 1 year To increase knowledge in DWI among freshmen high school students by at least 70%	DWI knowledge Levels among involved students	summative evaluation because this will be at the end of a pre determined period Formative evaluation because there will be need to make some changes to help in increasing knowledge levels	Teachers Data analysts who will analyze exam results from students and questionnaire results from involved students	Randomly administered questionnaires Classroom Exams	Over 70% knowledge rate	Proven high DWI prevalence rates among students
6 months – 1 year To reduce by 70% the number of DWI cases involving teenagers	DWI cases involving teenagers enrolled in the program	Summative evaluation	Data analysts who will analyze exam results from students and questionnaire results from involved students Liaison officers who will be involved in obtaining DWI data from law enforcement	Data analysis using police DWI arrest records from which conclusions will be drawn.	Less than 30% DWI cases involving teenagers	proven decreased DWI cases among the target group
6 months to 1 year To reduce the number of teenagers sharing a vehicle with a person under the influence.	Frequency of vehicle sharing among targeted teenagers and people driving under the influence	Summative evaluation	Community surveyors Field researchers Data analysts community workers	Questionnaires Observation of involved students’ lifestyles.		Proven marked reduction in number of teenagers sharing a vehicle with person under the influence.
To reduce the number DWI-related fatalities involving teenage drivers	The number of DWI-related fatalities among target group	Summative evaluation	Data analysts Liaison officers	Analysis of relevant data from police records	Less than 10 DWI-related fatalities involving teenagers in the target program	Marked reduction in the number of fatalities involving teenagers in the programs
3 months onwards To reduce the number of DWI-related arrests among high school freshmen teenagers in Albuquerque.	DWI-related arrests among teenagers in the programs	-ummative evaluation	Data analysts Liaison officers	Analysis of relevant data from police records	Less than 100 DWI-related arrests involving teenagers participating in the program	Reduced DWI-related arrests among students in the target group.

Conclusion

As noted in previous submissions, the timeline for evaluation varies with every single objective. Evaluation intervals include three months, six months and one year. After the first one year, evaluation intervals will be subject to revision with special guidance from summative and formative evaluation results.

References

McDonald, M. (2002). Systematic assessment of learning outcomes: developing multiple-choice exams. New York: Routledge.

Royce, D. et al. (2009). Program Evaluation: An Introduction. London: Sage Publishers.

Russ-Eft, D. et al. (2009). Evaluation in Organizations: A Systematic Approach to Enhancing Learning Performance and Change. Chicago: Springer.

Timmreck, C. T. (2003). Planning, Program, Development, and Evaluation. London: Jones and Bartlett Publishers International.

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