ERIC Number: ED243585
Record Type: Non-Journal
Publication Date: 1981-Mar-12
Reference Count: N/A
Issues Related to the Evaluation of Program Implementation in Follow Through.
Ellett, Chad D.
This paper provides a rationale for studies of educational program implementation and offers a causal model for program evaluation emphasizing pupil-related variables that intervene between program implementation and outcome variables. The rationale is followed by a discussion of implementation as an evaluation construct. Process, independent variable, and dependent variable perspectives are considered. Current models for measuring program implementation are described. While none is comprehensive, each model can be adapted to selected aspects of Follow Through. The question of where implementation fits on "the measurement continuum" is explored, and the view is expressed that implementation as a program evaluation construct allows for "weaker" and more global measurement indices. In contrast, an educational "treatment" construct requires greater measurement precision and more detailed specification of program variables. Both approaches are thought to have analogues relevant to designing a comprehensive evaluation/experimentation plan for future studies in Follow Through. The succeeding discussion emphasizes the need for a systematic and comprehensive description of key program components as a precondition to developing evaluation instruments. Examples of "critical dimensions" of two Follow Through program components, associated performance indicators, and scaled descriptors, capable of being scored, are provided. In conclusion, deficiencies of the comparative, longitudinal approach to evaluating Follow Through are pointed out and the alternate, causal model is described. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.