How the Evaluation Plan Adheres to the Standards for Program Evaluation

According to The Joint Committee of Standards for Educational Evaluation there are
30 published Standards of Practice based on agreement within four conceptual
categories: Utility, Feasibility, Propriety and Accuracy. When critically evaluating my
Program Evaluation Plan, it is evident that I have adhered to the Standards for
Program Evaluation in the following ways:
Standard for Program Evaluation
Utility- refers to the relevance and use
of evaluations (to achieve the intended
use by the intended users)

Evidence within the Evaluation Plan

In order to maintain the utility of The
After School Program Evaluation
communication is of utmost importance.
Key stakeholders will have access to all
the evaluation materials and including
the plan, organization and results after
the data has been collected. All key
stakeholders will be provided with a
checklist so that they can track and
follow the progress of the evaluation and
all data and information collected will be
shared with all stakeholders in a full
report at the end of the evaluation.
All the International Schools in HCMC
offer extensive after school programs. It
is imperative that CIS offers after school
programming of the highest standards
and quality to maintain it competitive
status within the expat community.
In participating in this program
evaluation process, all stakeholders will
develop keen skills and knowledge
required to drive decision making which
will promote better programs at the
school.
The methods used for the evaluation as
well as the data and information
collection methods will develop a
contextual understanding which will
create a framework for enhancing the
utility of program evaluations in the
future programs. The use and usefulness
of the information and data will be used
to lay the foundations for changes in
programming.

Feasibility- refers to the practicality of

the program evaluation, whether it is
realistic, prudent, diplomatic and frugal

Propriety- refers to the evaluation

being ethical, legal, respectful

As this is the first program evaluation

ever done at CIS, it is reasonable to
focus the evaluation on a well
established program that involves the
whole school community. This will give
all stakeholders experience with the
development of the evaluation so that
they may later, in the future participate
in a different way in different program
evaluations within the school community.
Participating in this program evaluation
will help all stakeholders to frame the
importance of evaluation and to develop
a greater contextual understanding of
the importance of evaluation on
developing programming within the
school. The program evaluation does not
involve using external evaluators or any
extra financial commitment to complete
the evaluation. Resources within the
school will be employed and staff will
benefit greatly from participating in the
evaluation process, which can be applied
in the future to other program
evaluations.
As part of my role as evaluator I will
communicate to all stakeholders the
importance of being honest during the
evaluation. The goal of the evaluation
will be communicated in a way that
minimizes misunderstandings and
misconceptions about the intent and
goal of participating in the evaluation.
Teachers and students will be reassured
regularly that they opinions during this
process will hold no negative
consequences and that participating in
this evaluation is not a reflection on their
personal contribution to the program,
but rather to ascertain the effectiveness
of the program as a whole. All
stakeholders will be invited to participate
and all information and data collection
findings will be made transparent

Accuracy refers to how technically

adequate the evaluation is in
determining its merit or worth

throughout the evaluation. All

stakeholders will develop a strong sense
of ownership of the information shared
during the evaluation.
In planning this evaluation I have
consulted several educationally relevant
sources and examples, as well as
consulted with stakeholders to ensure
that the program evaluation responds to
questions and concerns articulated
regarding the after school clubs
program. Data collection,
communication strategies and
collaboration at all levels and during the
entire evaluation process, is both
accurate and adequate based on the
information and context available at the
time of planning the evaluation.
Data collection strategies will reflect the
community as well as the growing
understanding of the stakeholders
participating in this evaluation.