Educational Program Evaluation

When I decided to start my doctorate program in Education, I was very hesitant about many issues; would I have the time to do the research, would I be able to read materials quickly, would I have the stamina required while working a full-time job, how would I make the long trips to Atlanta? But I just dove in, as I am want to do with things I really want to do, and took the dive.

The first class I selected was Program Evaluation. Just the name offered intrigue for me having just come through an ELL adoption where the program I was selling was being evaluated by hundreds of coordinators and teachers. I wondered what their process had been in evaluating the program. Now I know.

Fitzpatrick, Sanders, and Worthen authored the book Program Evaluation: Alternative Approaches and Practical Guidelines. After I got over the sticker shock, I began to look through the book and marveled that there were so many different methods of evaluating educational programs. I began wondering how we were going to cover 21 chapters over two weekends. But the facilitator for the class solved that dividing us into groups and assigning chapters to be covered by the students by power point presentations. And yes, we covered all 21 chapters very thoroughly.

The book is divided into five parts.
Part 1: Introduction to Evaluation
Part 2: Alternative Approaches to Program Evaluation
Part 3: Practical Guidelines for Planning Evaluations
Part 4: Practical Guidelines for Conducting and Using Evaluations
Part 5: Emerging and Future Settings for Program Evaluation

The book contains a very logical progression of ideas posing many theories behind not only the need but the usage and context of program evaluation. Each chapter opens with a set of questions used as markers against what is discussed in the chapters. Each chapter ends with a very good analysis of concepts learned in the chapter and then a set of questions for discussion based on the information found in the chapter.

While many may not think of the need for evaluative methods in education (or in other efforts), the book makes clear the need and the methods for evaluating programs and people involved in the process. It offers clear delineation between the presented methods with their strengths and weaknesses examined. The authors make clear the purpose of evaluation and the many facets of life where it is used. Those reading this review might be surprised at the amount of evaluation that takes place in each job we work.

A doctorate program is not Kindergarten. It is hard work. But I am thankful I took this class as my first course and highly recommend this book for others who might be anticipating teaching a Program Evaluation course. I also recommend this book for Curriculum Coordinators and others who are in a position to use evaluative methodologies. They will find the book enlightening and useful.

This review covers the Third Edition of this 555 page work.