Approach and Guiding Principles of the Evaluation

The basic principles upon which the evaluation plan was developed are listed below.
 

• Evaluation is defined as the systematic investigation of the worth or merit of an object (e.g., a program, school, activity, or instructional materials).

 
• The most important purpose of evaluation is not to prove, but to improve.  This provides an opportunity for formative feedback over a span of time that can be used to improve the quality and effectiveness off services and activities.

 
• Evaluation is a functional activity, and evaluation results are used in making decisions and earning credibility for stakeholders and others with an interest and need to know.

The design must meet the applicable sections of The Program Evaluation Standards (The Joint Committee on Standards for Educational Evaluation, 1994) within the following four areas:
 

1. Utility - The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. 
2. Feasibility - The feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal. 
3. Propriety - The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results. 
4. Accuracy - The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth or merit of the program being evaluated.

Since the charter school initiative is relatively new in Illinois, with only 1 school in its third year of operation and 7 of the other 15 operating charter schools in their second year, the evaluation plan incorporates elements of both formative and summative evaluation.  The purpose of the formative evaluation is to provide information to improve the charter schools by assessing ongoing activities and to learn from problems in the establishment and development of the schools.  Formative evaluation should be conducted continuously throughout the duration of the school's existence.  Typical questions asked within the context of formative evaluation are listed below: 

• Are the schools being operated as proposed/authorized?

 
• Were the appropriate persons selected and included in the planned activities?

 
• Are the schools' management plans being followed or adjusted for defensible reasons?

 
• Are students moving toward the anticipated/planned goals?

 
• Which elements/factors of the schools are aiding the students to move toward these goals?

 
• Are the resources being appropriately directed to fulfill the goals of the schools?

 

• Did the schools meet their goals and the goals of the initiative?

 
• Have the needs of the students and community been met?

 
• Can the schools and initiative be continued/perpetuated under existing conditions?

 
• Were there unintended or unanticipated outcomes as a result of these schools?  What are their value and merit?

Glossary of Evaluation Terms