Sound
evaluations are grounded in clear and appropriate values (principles,
attributes, or qualities held to be intrinsically good, desirable, important,
and of general worth) and criteria (standards on which to base
judgments). This checklist is intended to help evaluators and their clients
consider an appropriate range of generic values and criteria as they identify
those that will undergird particular evaluations.
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Fair to all--a
free and reasonable conformity to accepted standards of natural
right, law, and justice without prejudice, favoritism, or fraud
and without imposition of undue hardships regarding access
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Successful
in meeting targeted needs and/or achieving goals
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Deliberate,
thoughtful, successful efforts to avoid waste and preserve natural
and economic resources, so institutions/programs can operate cost-effectively
and cities and the countryside can continue to be fit for future
generations
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Possessing high
standards and performing near the standards or possessing good qualities
in an eminent degree
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Being a constructive
part of, acting responsibly, and contributing to the common welfare
of one's community
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Citizens' inalienable
rights to follow their conscience in utilizing, supporting, and
acting according to their beliefs within reasonably formulated and
legally specified limits and without undue restraints
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Abiding by laws
in behaving, settling disputes, distributing public goods, maintaining
order, and sanctioning or punishing misbehavior
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Maintaining
ability to protect society and citizens from aggression from without
and from undermining within in order to protect the society's values,
possessions, international rights, and viable status in the world
community and to preserve its citizens' freedom and other rights
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| CRITERIA
INHERENT IN THE DEFINITION OF EVALUATION |
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An
object's intrinsic value or quality; concerns whether a program,
product, or service matches the state of the art in concept, design,
delivery, materials, and outcomes
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An
object's extrinsic value or how useful and affordable it is in meeting
the assessed needs of a defined group of beneficiaries. While all
institutions should strive to offer meritorious services, sometimes
they should terminate even good programs or excellent staff members,
because the institution's constituents do not need or cannot afford
their services.
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CRITERIA
INHERENT IN THE CIPP EVALUATION MODEL 1 |
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A
purpose that is ethical, socially responsible, tractable, and beneficial
to society or individuals
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Conditions
or things that are necessary or useful for fulfilling a defensible
purpose, e.g., a child's ability to read and a school's possession
of competent teachers
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A
sound, targeted, feasible set of arrangements for fulfilling a defensible
purpose; must be responsive to beneficiaries' needs
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Congruence
between activities and plans and between expenditures and budget,
including improvement of plans and budgets where needed
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Outcomes
that are high in quality, service to all rightful beneficiaries,
significance, safety, and cost-effectiveness
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The
chief function of an organization or institution |
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The
desired, usually long-term outcomes toward which ambition and effort
are directed
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Preferential
ratings assigning attention, time, and resources to programs, goals,
or other entities ahead of competing alternatives
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Sets of rules
of procedures and standards of materials designed to secure uniformity
and protect the public interest-in such matters as building construction
and public health-usually established by a public agency and commonly
having the force of law in a particular jurisdiction
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Sets of principles,
rules, or expectations for professional behavior or practices-in
such areas as medical specialties, law, engineering, educational
tests, and elementary and secondary schools-set up by organized
groups and sometimes reinforced by certain sanctioning powers of
the groups against nonconforming members
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An individual's
obligations associated with membership in a profession (For example,
teachers are expected to maintain up-to-date knowledge of their
content areas, develop ability to manage classrooms, be proficient
in measuring educational achievement, be skilled in communicating
with students and parents, demonstrate effectiveness in helping
students learn, and help advance teaching as a profession.)
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Fulfillment
of assigned job responsibilities (For example, a teacher might be
expected to teach assigned courses effectively, maintain decorum
in the classroom, manage extracurricular activities, counsel students,
communicate with parents, and cooperate in school improvement projects.)
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Cannot
be specified in advance, must be negotiated, should be defined in
considerable operational detail (For example, evaluation of an agricultural
extension program in a certain locality should assess not only its
merit compared to standards of instructional technology, but also
should determine with area farmers the assessment criteria they
value, e.g., how well the program complements rather than duplicates
other sources of information they obtain and especially how well
it addresses their most important information needs.)
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1
A model calling for evaluation of context, input, process, and product
in the process of judging a program's value. See Stufflebeam, D. L. (2000).
The CIPP model for evaluation. In D. L. Stufflebeam, G. F. Madaus, & T,
Kellaghan (Eds.). Evaluation models: Viewpoints on educational and
human services evaluation (pp. 279-317). Boston: Kluwer Academic Publishers.
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