|
Checklist Development Checklist
Provides step-by-step guidelines for creating your own evaluation checklist. Checkpoints are supported by detailed explanations and rationales.
Checklist for Developing and Evaluating Evaluation Budgets
Presents cost categories that should be considered when preparing a budget for an evaluation. Personnel, travel, supplies, communications, printing, equipment, consultants, in-kind services, and overhead are some of the major categories. Each checkpoint is supported by questions to prompt evaluators to think carefully and thoroughly about all the types of costs involved in doing evaluation.
Checklist for Evaluating Large-Scale Assessment Programs
Provides guidelines for evaluating large-scale student assessment programs. Checkpoints organized around goals and purposes, technical aspects, management, intended and unintended effects, and costs are presented to prompt evaluators to ask questions and seek effects in areas they might otherwise have missed.
Checklist for Formatting Checklists
Provides guidance for the design, development, and use of evaluation checklists. To be used after content design and prior to final development of an evaluation checklist.
Checklist for Negotiating an Agreement to Evaluate an Educational Programme
Lists questions that evaluators and their clients should consider when undertaking an evaluation of an educational program. This checklist was developed for the Organisation for Economic and Co-operation and Development in 1976.
CIPP Evaluation Model Checklist
Identifies activities that both evaluators and clients should conduct in evaluations guided by the CIPP Model, which covers context, input, process, and product. This checklist represents the latest incarnation of CIPP, which breaks product evaluation into effectiveness, sustainability, and transportabilty evaluation and also provides for metaevaluation and synthesis. This checklist is geared toward evaluations of programs designed to achieve long-term, sustainable improvements.
Deliberative Democratic Evaluation Checklist
Provides guidance for conducting evaluations from a deliberative democratic perspective, which uses democratic processes to construct valid conclusions where there are conflicting views. The checklist is organized around the three principles of Deliberative Democratic Evaluation: inclusion, dialogue, and deliberation.
Duties of the Teacher
Identifies criteria for teacher evaluation. Emphasizing teaching duties and competencies over teaching style, checkpoints are organized around a teacher's knowledge of subject matter, instructional competence, assessment competence, and professionalism, in addition to nonstandard, but contractual duties.
Evaluation Contracts Checklist
Identifies key contractual issues that evaluators and clients should discuss and agree on when undertaking an evaluation. The checklist is geared toward preventing breakdown of the evaluation because of disputes, efforts to compromise the findings, and/or withdrawal of cooperation and funds.
Evaluation Design Checklist
Identifies elements commonly included in evaluation designs.This checklist is intended as a generic guide to decisions one typically needs to at least consider when planning and conducting an evaluation.
Evaluation Plans and Operations Checklist
Identifies important considerations when planning evaluations. Questions are presented to prompt evaluators to think proactively about an array of issues related to the conceptualization of the evaluation, sociopolitical factors, contractual arrangements, technical design, management plan, moral/ethical imperatives, and utility provisions. This checklist may be used as a planning and management tool, or for formative metaevaluation.
Evaluation Report Checklist
Identifies elements that should be present in most evaluation reports. The checklist is designed to guide discussions between evaluators and clients about the preferred contents of evaluation reports and to provide formative feedback to report writers.
Evaluation Values and Criteria Checklist
Lists categories of values and criteria to help evaluators and their clients decide on those that will undergird the evaluation. Issues are grouped according to societal and institutional values, criteria inherent in evaluation and the CIPP Model, ground-level criteria, duties of personnel, and technical requirements.
Feedback Workshop Checklist
Lists actions that evaluators should take before, during, and after a feedback workshop. Feedback workshops help stakeholders and evaluators to (1) ensure consistency between the evaluation, stakeholder values, and program plans; (2) increase understanding of the evaluation and utility of the findings; (3) improve the accuracy and utility of the evaluation report; and (4) review and refine evaluation plans.
Guidelines and Checklist for Constructivist (a.k.a. Fourth Generation) Evaluation
Provides guidance for conducting evaluations from a constructivist perspective, which is based on the premise that there is no objective truth. The checklist presents the principles of constructivist evaluation, describes the constructivist evaluation process, contracting issues, methodology, reporting, and assessing the quality of constructivist evaluations and reports.
Guiding Principles Checklist
Provides guidance for using the American Evaluation Association’s Guiding Principles for Evaluators in planning, conducting, and evaluating evaluations. Checkpoints are organized around the principles of systematic inquiry, competence, integrity/honesty, respect for people, and responsibilities for general and public welfare. The checklist is formatted to facilitate use of the checklist for metaevaluations.
Institutionalization of Technology in Schools Checklist
Provides a conceptual framework to help evaluators assess the extent to which technology is institutionalized in schools. The checklist is organized around three sequential learning curves that school personnel climb as they develop the capacity to use technology effectively: (1) Maintaining the technology infrastructure, (2) Building teacher technology application skills, and (3) Integrating technology into teaching and learning.
Institutionalizing Evaluation Checklist
Identifies 17 steps that need to be taken in order to institutionalize evaluation and develop evaluation capacity within an organization.
Key Evaluation Checklist
Identifies several dimensions that should be explored and assessed during evaluations of programs, projects, and organizations. The checklist advises evaluators to (1) investigate the evaluand's background and context, descriptions and definitions, consumers, resources, and values; (2) evaluate evaluand's process, outcomes, costs, comparisons, and generalizability; and (3) determine overall significance and, if appropriate, make recommendations.
Legal Viability Checklist
Provides guidance to institutional leaders and evaluators in avoiding potential legal difficulties associated with personnel evaluations and personnel evaluation systems. Checkpoints are organized around policies and collection bargaining agreements, maintaining evaluation system integrity and effectiveness, individual personnel evaluations, and remedial and termination processes.
Making Evaluation Meaningful to All Education Stakeholders
Provides suggestions for making evaluation findings meaningful and understandable to the diverse makeup of education stakeholders, which includes businesses, parents, legislators, media, and various community partners. Recommendations, with supporting rationales, are provided with regard to (1) assessing the customer base, (2) formatting the evaluation report, and (3) disseminating information and educating stakeholders. Special attention is given to steps that will help evaluations impact policy decisions.
Personnel Evaluations Metaevaluation Checklist
Identifies criteria for assessing the adequacy of individual personnel evaluations. Checkpoints are organized around the 21 Personnel Evaluation Standards, which are based on the principles of accuracy, feasibility, propriety, and utility. The checklist includes instructions for scoring and rating personnel evaluations as excellent, good, fair, etc.
Personnel Evaluation Systems Metaevaluation Checklist
Identifies criteria for assessing the adequacy of personnel evaluation systems. Checkpoints are organized around the 21 Personnel Evaluation Standards, which are based on the principles of accuracy, feasibility, propriety, and utility. The checklist includes instructions for scoring and rating personnel evaluation systems as excellent, good, fair, etc.
Product Evaluation Checklist
Identifies key issues that should be considered when evaluating educational products and provides a rating scale. The checklist was designed and used to evaluate educational products--developed with federal funding--that were submitted with appropriate documentation about effectiveness to a review panel that made recommendations for the distribution of federal dissemination funds. Key considerations are need, market, field trials, effectiveness, cost, long-term effects, side-effects, process, causation, critical comparisons, statistical significance, and educational significance.
Program Evaluation Models Metaevaluation Checklist
Identifies criteria for assessing the adequacy of program evaluation models. Checkpoints are organized around the 30 Program Evaluation Standards, which are based on the principles of accuracy, feasibility, propriety, and utility. The checklist includes instructions for scoring and rating evaluation models as excellent, good, fair, etc.
Program Evaluations Metaevaluation Checklist
Identifies criteria for assessing the adequacy of program evaluations. Checkpoints are organized around the 30 Program Evaluation Standards, which are based on the principles of accuracy, feasibility, propriety, and utility. The checklist includes instructions for scoring and rating evaluations as excellent, good, fair, etc. This checklist may also be used as a guide for planning and managing evaluations.
Qualitative Evaluation Checklist
Provides guidance in determining when qualitative methods are appropriate for an evaluative inquiry and factors to consider (1) to select qualitative approaches that are particularly appropriate for a given evaluation’s expected uses and answer the evaluation’s questions, (2) to collect high quality and credible qualitative evaluation data, and (3) to analyze and report qualitative evaluation findings.
Research and Development Centers Checklist
Provides guidance--in the form of recommendations, examples, rationales, and caveats--for authorizing, planning, and/or evaluating university research and development centers. The checklist is based on the author's 39 years of experience in developing and directing R&D centers in evaluation, educational measurement, and educator accountability. It addresses a center's orientation, support, communication, staffing, management, dissemination, learning and teaching, and evaluation.
Utilization-Focused Evaluation Checklist
Provides guidance for conducting evaluations from a utilization-focused perspective, which is oriented around an evaluation’s intended users and intended uses. The checklists outlines tasks and potential challenges organized around 12 evaluation stages: (1) Program/organizational readiness assessment, (2) Evaluator readiness and capability assessment, (3) Identification of primary intended users, (4) Situational analysis, (5) Identification of primary intended uses, (6) Focusing the evaluation, (7) Evaluation design, (8) Simulation of use, (9) Data collection, (10) Data analysis, (11) Facilitation of use, and (12) Metaevaluation.
|