ASU Similarities and Differences Between Research and Evaluation Paper In two (minimum) single-spaced pages, identify the similarities and differences betw

ASU Similarities and Differences Between Research and Evaluation Paper In two (minimum) single-spaced pages, identify the similarities and differences between research and evaluation. Use the information from the (a) three evaluation documents in this module, (b) SSR text, and (c) RMP text as the basis for your discussion. NO PLAGIARISM!!DOCUMENTS UPLOADED!! Distinguishing Principles of Research and Evaluation
Concept
Research Principles
Program Evaluation Principles
Planning
Scientific method
• State hypothesis.
• Collect data.
• Analyze data.
• Draw conclusions.
Framework for program evaluation
• Engage stakeholders.
• Describe the program.
• Focus the evaluation design.
• Gather credible evidence.
• Justify conclusions.
• Ensure use and share lessons learned.
Decision
Making
Investigator-controlled
• Authoritative.
Stakeholder-controlled
• Collaborative.
Standards
Validity
• Internal (accuracy, precision).
• External (generalizability).
Repeatability program evaluation standards
• Utility.
• Feasibility.
• Propriety.
• Accuracy.
Questions
Facts
• Descriptions.
• Associations.
• Effects.
Values
• Merit (i.e., quality).
• Worth (i.e., value).
• Significance (i.e., importance).
Design
Isolate changes and control
circumstances
• Narrow experimental influences.
• Ensure stability over time.
• Minimize context dependence.
• Treat contextual factors as
confounding (e.g., randomization,
adjustment, statistical control).
• Understand that comparison
groups are a necessity.
Incorporate changes and account for
circumstances
• Expand to see all domains of influence.
• Encourage flexibility and improvement.
• Maximize context sensitivity.
• Treat contextual factors as essential
information (e.g., system diagrams, logic
models, hierarchical or ecological
modeling).
• Understand that comparison groups are
optional (and sometimes harmful).
Data
Collection
Sources
• Limited number (accuracy
preferred).
• Sampling strategies are critical.
• Concern for protecting human
subjects.
Indicators/Measures
• Quantitative.
• Qualitative.
Sources
• Multiple (triangulation preferred).
• Sampling strategies are critical.
• Concern for protecting human subjects,
organizations, and communities.
Indicators/Measures
• Mixed methods (qualitative, quantitative,
and integrated).
Analysis &
Synthesis
Timing
• One-time (at the end).
Scope
Timing
• Ongoing (formative and summative).
Scope
Concept
Research Principles
•
Focus on specific variables.
Program Evaluation Principles
•
Integrate all data.
Judgments
Implicit
• Attempt to remain value-free.
Explicit
• Examine agreement on values.
• State precisely whose values are used.
Conclusions
Attribution
• Establish time sequence.
• Demonstrate plausible
mechanisms.
• Control for confounding.
• Replicate findings.
Attribution and contribution
• Establish time sequence.
• Demonstrate plausible mechanisms.
• Account for alternative explanations.
• Show similar effects in similar contexts.
Uses
Disseminate to interested audiences
• Content and format varies to
maximize comprehension.
Feedback to stakeholders
• Focus on intended uses by intended users.
• Build capacity.
Disseminate to interested audiences
• Content and format varies to maximize
comprehension.
• Emphasis on full disclosure.
• Requirement for balanced assessment.
Center for Disease Control and Prevention: Program Performance and Evaluation Office (PPEO)
May 2012

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