edu 571 week 10 assignment 5
Running Head: DATA SOURCE EVALUATION 1
DATA SOURCE EVALUATION 2
Data source in Evaluation
Name:
Anthony Tyler
Institution:
Strayer University
Professor:
Dr. Jacob
Date:
June 7, 2020
Data source in Evaluation
There are various sources of data that are used in the process of evaluation in that data is easily acquired in most convenient forms such that it can be used in proper evaluation that aids the best result (Long, et al 2015).
Current and Previous Data
An individual who is involved in an evaluation should start by considering data that is already available as well as the data that had been used previously. According to the program it has been out of operation for more than five years, therefore, being inactive. Knowing what program had been used by checking records that have been documented (Boulmetis et al, 2016). For example, looking at reports written previously allows the evaluator to have the whole idea.
Plan Recipient
The most convenient way to source data is when an evaluator relies on the plan or the program that the recipients have in existence. This is because this is a way that can provide a route way to achieve evaluation needs (Greene et al, 2017). Discussion together with the recipients is a better way to access information while surveys that are involved verify the whole process.
Records from observation
Images that have been recorded in various forms are essential data capturing sources (Greene et al, 2017). Some of these sources include pictures, stored clips, and videos which is the preferred data acquiring points that have been in use. This rationale provides well-elaborated information to the evaluator since well-represented data in form of images and videos that a good example of well-processed data that can be used in making the final resolution in management. However, other means of collecting data depend on the source and individuals that are being involved in their disposition and capacity to provide information (Boulmetis et al, 2016). Actual situations are preferred as they can give accountancy of the real experiences in the entire program and the reason behind occurrences.
Questions
1. According to your accountancies tell us which is the appropriate period when you get to follow programs directives in an actual way
2. Talk about a schedule that was tight and how you handled the schedule.
3. Describe the occurrence when bad information had been brought to your manager, what the reaction
4. During your duty explain incidences that you had a mistake that shows serious improvement is required in a certain field of work.
5. Do you think there is any relationship that exists between Latinos in the schools as appointees and Americans who make them run away from schools?
6. What kind of association should be in existence between a mentor and his or her mentee to create a baseline for expected actions of mentorship?
7. Explain how ethnicity differences have contributed to influencing learners’ ways of judging that as a result make them have certain choices correction of behaviors between Latinos and the other group of students?
8. Do you think there is equality in displaying and ways of correcting whites’ students in comparison with blacks and Latino based male learners?
The selection of the questions to be included in the interview in the evaluation process inclines interview takers on ethnicity privileges in academic fields and institutions where such incidences are expected. The interview aims at interrogating perception that exists on the races specifically male learners in schools. This is due to the main scope of the program set in that partakers of the interview get counselors who can guide them (Boulmetis et al, 2016). These evaluations create a standard way of ensuring mentorship is well given a chance from the high school level. Young students get a chance to acquire leadership qualities which is the expected rationale within the whole plan. However, it is the intention of the program to bring about enlighten to allow less privileged ethnic groups to have achieved their dreams bridging the existing gap between cultural differences that bring about different social statuses (Greene et al, 2017). The interview reframes the whole idea of letting the program objectives on ensuring mentees are well mentored to acquire their personal life that is better placed.
Facts Collection
When it comes to the collection of facts and relevant information the evaluator encounters different blocks that challenge the whole program since there are no results that one would arrive at when data is not collected (Greene et al, 2017). Some of these challenges include having a convenient forum to reach out to the participants despite having many ways to reach them out. There is also a high probability of losing them. Having to meet participant is the most convenient way even though it is hard due to the geographical distance between them and the evaluator.
When collecting facts, one may end up getting the wrong information as a result of biased information (Katz et al 2019). This can only be rectified when different people are evaluated therefore giving room to collect biased data.
Analysis of collected data is an important aspect that may bring about errors in which it depends on evaluator methods of evaluation it influences the results and recommendations of the program report.
Successful Communication
Evaluator has the capability of ensuring there is success in communication by means such as keeping contact of all the involved stakeholders where the issues of the program can be well communicated among the parties (Katz et al 2019). Having conferences allow the members to solve some of the issues that are existing and forming ways that will enable the survival of the program due to support that stakeholders would offer.
The creation of a summary of events that have been taking place serves as a better way to ensure the relevant information is brought into members' awareness facilitating clear communication that leads the project to its success by ensuring there is effective communication during the evaluation program.
Announcing data
There are various ways in which data can be represented after a compete evaluation program whereby the evaluator comes up with convenient ways of representing the final data. Examples of common ways that are used include summarized reports about findings verified by the members of the program as well as providing evidence on the findings (Katz et al 2019). A decision is made by the stake to bring set the way forward on either to continue considering the financial requirement of the evaluation and other aspects such as involving external groups such as the public to present questions related to the program.
References
Boulmetis, J., & Dutwin, P. (2016). The ABCs of evaluation: Timeless techniques for program and project managers (Vol. 56). John Wiley & Sons.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (2017). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-274.
Katz, R., & Tushman, M. (2019). Communication patterns, project performance, and task characteristics: An empirical evaluation and integration in an R&D setting. Organizational behavior and human performance, 23(2), 139-162.
Long, J. N., Smith, F. W., & Roberts, S. D. (2015). Developing and comparing silvicultural alternatives: Goals, objectives, and evaluation criteria. Western Journal of Applied Forestry, 25(2), 96-98.