Use of Group Designs in Program Evaluation
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Use of Group Designs in Program Evaluation
Discussion: Use of Group Designs in Program Evaluation
Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.
For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.
To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information.” (Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources – Free Management Library (managementhelp.org)
BY DAY 3
Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
BY DAY 5
Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following:
- Provide a brief description of the role that you are taking.
- Provide an evaluation of the group research design that they have chosen, and criteria that your colleagues have generated (choice of outcome and method of evaluation) from the perspective of the stakeholder whom you have chosen.
- Provide support based on your evaluation
- Ask questions about the plan for research design and the questions that the evaluation plan will address from your chosen perspective.
Colleague 1: Katherine
Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.
The group design that I feel best represents the case study is the time-series design. This is because it is a design that has multiple measures of clients and in the case study there are 7 different program centers in the one agency that will be implementing this model. “Time-series design: multiple measures of client outcome before and after the intervention provided to the intervention group” (Dudley, p 230).
The data collection method that I would choose for this case study would be testing hypotheses. This is because there is already a determine outcome that this program is aiming for, therefore collecting the data to see if that outcome was accomplished would be the most appropriate thing to do.
- Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
“The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families” (Plummer et al., p 66). The specific outcome that will be measure is improving quality of services. Using the time-series design, information would be collected from foster parents of their thoughts on the quality of the training before the new training was implemented and then after they received the new training. This data would be collected by using a questionnaire given to the foster families before and after training and then analyzed by a focus group or team assigned to the analysis of the data. The desired outcome is that the new training will be better quality than that of the previous training.
References
Dudley, J. R. (2020). Social Work Evaluation (3rd Edition). Oxford University Press Academic US.
https://mbsdirect.vitalsource.com/books/9780190916671
Plummer, S. -B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing. https://content.waldenu.edu/content/dam/laureate/l…
Colleague 2: Brandon
Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
Dr. Casiano and Class,
The group research design and data collection method chosen for the program evaluation was observation. Observation includes viewing the program as it is actually occurring (McNamara, 2006). In the case study, the program has had no research done (Plummer, Makris, & Brocksen, 2014). However, many agencies are adopting the program (Plummer, Makris, & Brocksen, 2014). By participating in the observation, the student can get firsthand knowledge as the program is being implemented. If it is available and with permission the student could also visit and observe a site that has already been using the program and has more experience and get information for her research, there as well. Later, follow-up would be suggested to obtain more information.
“The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families (Plummer, Makris, & Brocksen, 2014 pg.1, para. 3).” The criteria to be measured would be just that. As a comparison from previous families and the families being staggered in throughout the year as training is completed. The data would be collected by the agency by the use of interviews, questionnaires, and observable outcomes. An example of an observable outcome would be the foster child remaining within a home longer rather than being removed and placed elsewhere.
McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social Work Research: Planning a Program Evaluation. Social work case studies: Concentration year. Laureate International Universities Publishing.
RUBRIC
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EXCELLENT |
Content (worth a maximum of 50% of the total points) |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
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7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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