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Save Link Assignment Evaluation Planning View Rubric Max Points: 190 Details: Before data collection takes place in a program evaluation, those...

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Save Link Assignment Evaluation Planning View Rubric Max Points: 190 Details: Before data collection takes place in a program evaluation, those carrying out the evaluation need to respond to certain issues and make fundamental decisions. Evaluators must have clear knowledge of the program and its rationale, what information must be collected to make major decisions, the interventive methods to be used in the evaluation, the target audience for the information from the evaluation, when the information is needed, and what resources are available to collect the information. General Requirements: Use the following information to ensure successful completion of the assignment: Locate a mission statement and program description from one existing organization to use as examples for this assignment. Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. Directions: To assure that you are using an authentic mission statement and program description as examples for the assignment, locate a mission statement and program description from an existing organization. Directly quote and include the mission statement at the beginning of your paper being certain to cite and reference the source appropriately. Write a paper of 1,000-1,250 words in which you describe the basic evaluation plan of this program. Include the following in your paper:
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1. A research-supported discussion of the importance of identifying the mission, goals, and objectives of a program before gathering program evaluation data. 2. A discussion of the research theory and process involved in developing performance indicators for a program. 3. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan. 4. A research-based rationale for the selection of tools for forecasting potential changes to the program, including projected changes in technology, agency clientele, and future opportunities and obstacles that face the future of the organization.
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New Attempt Title Attached Documents Turnitin Report Similarity Index Final Submission Click 'New Attempt' to start assignment or attach documents Apply Rubrics Evaluation Planning 1 Unsatisfact ory 0.00% 2 Less Than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 70.0 %Content 15.0 % Discussion of the Importance of Identifying the Mission, Goals, and Objectives of a Program A discussion of the importance of identifying the mission, goals, and objectives of a program is either missing or not evident to the reader. A discussion of the importance of identifying the mission, goals, and objectives of a program is present, but incomplete or inaccurate. A discussion of the importance of identifying the mission, goals, and objectives of a program is presented, but is cursory and lacking in depth. The research presented as support is outdated. A discussion of the importance of identifying the mission, goals, and objectives of a program is thoroughly presented and includes all necessary elements. Some research presented as support is outdated. A discussion of the importance of identifying the mission, goals, and objectives of a program is thoroughly presented with rich detail and includes all necessary elements. The sources presented as support are Frmly grounded in current and/or seminal research. 20.0 % Discussion of the Research Theory and Process Involved in Developing Performanc e Indicators for a Program A discussion of the research theory and process involved in developing performance indicators for a program is either missing or not evident to the reader. A discussion of the research theory and process involved in developing performance indicators for a program is present, but incomplete or inaccurate. A discussion of the research theory and process involved in developing performance indicators for a program is present, but cursory. The research used for support is outdated. A discussion of the research theory and process involved in developing performance indicators for a program is present and thorough. The discussion is moderately well supported though some sources of A discussion of the research theory and process involved in developing performance indicators for a program is present, thorough, and well-detailed. The discussion is well supported with current and/or
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support are outdated. seminal research. 20.0 % Discussion of the Theory and Process Involved in Developing Questions to Guide the Design of a Program Evaluation Plan A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan is either missing or not evident to the reader. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan is present, but incomplete or inaccurate. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan is present, but cursory. The research used for support is outdated. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan is present and thorough. The discussion is moderately well supported though some sources of support are outdated. A discussion of the theory and process involved in developing questions to guide the design of a program evaluation plan is present, thorough, and well-detailed. The discussion is well supported with current and/or seminal research. 10.0 % Rationale for the Selection of Tools for Forecasting Potential Changes to the Program A rationale for the selection of tools for forecasting potential changes to the program is either missing or not evident to the reader. A rationale for the selection of tools for forecasting potential changes to the program is present, but illogically constructed. A rationale for the selection of tools for forecasting potential changes to the program is present, but cursory. The research used for support is outdated. A rationale for the selection of tools for forecasting potential changes to the program is present, logical, and thorough. The rationale is moderately well supported though some sources of support are outdated. A rationale for the selection of tools for forecasting potential changes to the program is present, logical, thorough, and well-detailed. The rationale is well supported with current and/or seminal research. 5.0 % Two Additional Scholarly Research Sources With In-Text Citations None of the required elements (two topic- related scholarly research sources and two in-text citations) are present. Not all required elements are present. One or more of the elements is missing and/or an included source(s) is not scholarly research or topic-related. All required elements are present. Scholarly research sources are topic-related, but the source and quality of one reference is questionable. All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources. 20.0 %Organizat ion and E±ectivene ss
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