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the selection of theory-based intervention methods and practical applications to change (determinants of) health-related behavior; the production of program components, design and production; the anticipation of program adoption, implementation and sustainability; and; the anticipation of process and effect evaluation.
Evaluators often tailor their evaluations to produce results that can have a direct influence in the improvement of the structure, or on the process, of a program. For example, the evaluation of a novel educational intervention may produce results that indicate no improvement in students' marks.
The second edition of the book where the model's application was expanded from PRECEDE to PROCEED with the addition of the policy, regulatory, and organizational aspects of planning for environmental changes that took health promotion beyond a narrower understanding of health education; Green L, Kreuter M. (1999). Health promotion planning: An ...
Theory-driven evaluation (also theory-based evaluation) is an umbrella term for any approach to program evaluation that develops a theory of change and uses it to design, implement, analyze, and interpret findings from an evaluation. [1] [2] [3] More specifically, an evaluation is theory-driven if it: [4]
This approach enables to evaluate the educational and other programs by comparing the program activity, the program uniqueness, and the social diversity of the people. The most important feature in the responsive evaluation is the responsiveness to main issues and problems, in particular those cases where people recognize at the site. [2]
Health education aims to immediately impact an individual's knowledge, behavior, or attitude about a health-related topic with the ultimate aim of improving quality of life or health status for an individual. [17] Health education utilizes several different intervention strategies in its practices to improve quality of life and health status.
The Personnel Evaluation Standards were published in 1988, [27] The Program Evaluation Standards (2nd edition) were published in 1994, [28] and The Student Evaluation Standards were published in 2003. [29] Each publication presents and elaborates a set of standards for use in a variety of educational settings.
Participatory evaluation is an approach to program evaluation. It provides for the active involvement of stakeholder in the program: providers, partners, beneficiaries, and any other interested parties. All involved decide how to frame the questions used to evaluate the program, and all decide how to measure outcomes and impact.