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Plans for Collecting and Reporting Data

Plans for Collecting and Reporting Data

Write a four (4) page paper in which you:

  1. Analyze and provide rationale for the selection of three to five (3-5) data sources that you would expect

to use in the evaluation.

  1. Provide and explain reasons for seven to ten (7-10) open-ended interview questions to ask the target
    population (administrators and recipients) of the program. Provide research support.
  2. Discuss three (3) issues that could be encountered in collecting, compiling, interpreting, and reporting

the data. Provide research support.

  1. Recommend three (3) ways to establish and maintain effective communication with stakeholders

during the evaluation. Provide research support.

  1. Recommend and provide a rationale for ways to report the data from the evaluation.
  2. Use at least four (4) peer-reviewed academic resources in this assignment. Note: Wikipedia and many
    Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and

scholarly journals that are reviewed by a panel of experts or peers in the field.

  1. Format your assignment according to the following formatting requirements:

a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

Plans for Collecting and Reporting Data

Evaluation of an educational program refers to a process that is used to critically examine
the educational program. The process entails gathering and analyzing information regarding the
program’s characteristics, activities, as well as outcomes. It is aimed at making judgments
regarding the program, informing programming decisions, and/or improving the effectiveness of
the program (Pruitt & Silverman, 2015). This paper provides the rationale for the selection of
data that would be used in the evaluation and explains the reasons for several open-ended
questions that would be asked to the recipients and administrators of the educational program.

Issues that could be encountered during the collection, compilation, interpretation, and reporting
of the data are also described. Also, the essay recommends a few ways of establishing and
maintaining effective communication with the program stakeholders throughout the process of
evaluation. Lastly, ways for reporting the data from the evaluation are recommended.

Three Data Sources

The main data sources that would be used in the evaluation of the educational program
include people, observations, and records or documents. As a source of data, the people
include the recipients and administrators of the new educational program. People are a
vital source of data as they offer information as regards the need for the educational
program, the program’s implementation, its efficacy and effectiveness, as well as its
outcomes. They will be to do this by responding to questions, taking skill and knowledge
tests, volunteering testimony and comments, and by their actions (Olson, 2014).

Direct observation is the second main source of evaluative information. Direct
observation of the recipients of the program is important since it is not dependent on the ability
and willingness of the people to provide information. In essence, observations could offer
information with regard to actual circumstances and situations, which are useful in understanding
the program and its effectiveness. Behavioral and learning changes, the tone of the program,

relationships, nonverbal and verbal behavior, and physical surroundings are suitable subjects for
observation (Kroll & Moynihan, 2018).
The third main source of evaluative data comprises records/documents. Various
documents such as databases maintained by the institution, test scores and grades, and other
paper records would be reviewed. They would provide crucial information regarding the
performance and effectiveness of the program.

Open-ended questions

The reasons for these questions are that they will be useful in determining how well the
educational program has been at meeting its goals and objectives, and whether it has attained the
desired outcome. On the whole, they will help to find out whether the program was effective or
not. They also help to determine areas of the program that could be improved in order to better
the program (Donnelly et al., 2016).

  1. What is the major purpose of the educational program from your perspective?
  2. In your opinion, how effective was the program?
  3. In what ways did the educational program meet the needs and/or expectations?
  4. In what ways did it fail to meet the needs and/or expectations?
  5. In your opinion, what are the most important benefits or outcomes, which have resulted from
    the educational program?
  6. Did you experience any barriers or challenges with the program?
  7. Can you think of anything that can be done to improve the program and address its limitations
    or challenges associated with it?

Issues in Collection, Compilation, Interpretation, and Reporting of Data
There are quite a few issues that could be encountered in collecting, compiling,
interpreting and reporting the data. The main issue that can be encountered in the collection of
data is too little data gathered and collecting unrepresentative data. This problem may arise
because of inadequate time to collect data from all the relevant target population that comprises
recipients and administrators of the educational program. It is notable that the collection of
insufficient data may result in the researcher making erroneous or inapt conclusions regarding
the effectiveness of the educational program. Misreporting of the findings or exaggeration is an
issue that may be encountered when reporting the data. Ideally, Olson (2014) pointed out that the
reporting of research data has to be done objectively. Even so, in practice it is often fraught with
ethical pitfalls. The researchers may also exaggerate the findings, which is a significant issue.
The third issue that may be encountered is misinterpretation of data. The research results might
be misinterpreted because a problem may be overcomplicated or oversimplified, or vital
variables might be omitted (Donnelly et al., 2016).

Establishing and Maintaining Communication with Stakeholders

Communicate frequently
In order to establish and maintain effective communication with the program
stakeholders during the process of evaluation, it is recommended that regular communication

should be established, for instance, through email or phone calls, to offer information to the
stakeholders. Regular communication about the failures and successes of the educational
program will be helpful in managing expectations and building stakeholder support for the
Meeting regularly
Secondly, it is recommended that the stakeholders should be invited to a series of
meetings routinely. However, this will depend on the amount of time that they have available to
spend in the meetings. During these meetings, the stakeholders would be briefed about the
program evaluation, including what component of the program is going to be evaluated. The
meetings would be held face to face.
Soliciting Input on Evaluation
Thirdly, it is recommended that effective communication with the stakeholders should
also be established and maintained by soliciting input from the program stakeholders regarding
the evaluation design, and ongoing sharing of the evaluation findings. The stakeholders should
also be given regular feedback regarding the evaluation process (Kroll & Moynihan, 2018).

Periodic Reports
Lastly, periodic reports can also be used to establish and maintain communication with
stakeholders. They can be given reports every Monday or after every two weeks. The reports
could be in paper format about the progress of the evaluation.


Reporting Data from the Evaluation

Holding a Meeting to Discuss the Data
One method that can be used to report the data from the evaluation is to hold a meeting
with the program recipients and administrators. A PowerPoint presentation may be used in
presenting the data during the conferences, which may be held within the institution or outside.
The rationale of using this method is that it will allow all the stakeholders to participate and be
informed about the evaluative data.
Publication in the Institutions Website
The data from the evaluation can also be reported by publishing it in the official website
of the institution. This way, stakeholders who are not able to attend the face-to-face meeting can
find information about the evaluation and data gathered from the evaluation on the website. They
would be able to access the website from wherever, including their own homes.
Publication in Booklets, Flyers, Pamphlets and the Institution’s Newsletters
Furthermore, it is recommended that data from the evaluation be published in booklets
and newsletters and then handed out to the stakeholders. This will allow them to read about the
program evaluation at their own free time and get to learn more about the findings of the


Donnelly, C., Shulha, L., Klinger, D., & Letts, L. (2016). Using program evaluation to support
knowledge translation in an interprofessional primary care team: a case study. BMC
Family Practice, 171-14.

Olson, L. E. (2014). Articulating a Role for Program Evaluation in Responsible Conduct of
Research Programs. Accountability In Research: Policies & Quality Assurance, 21(1),

Kroll, A., & Moynihan, D. P. (2018). The Design and Practice of Integrating Evidence:
Connecting Performance Management with Program Evaluation. Public Administration
Review, 78(2), 183-194.

Pruitt, D. K., & Silverman, E. (2015). Research Note—Program Evaluation: Enhancing
Academic Quality and Program Integrity During Rapid Off-Campus Growth. Journal Of
Social Work Education, 51(3), 595-603.

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