WORKSHEET 5: EVALUATION QUESTIONS

SUMMATIVE QUESTIONS: These questions will allow you to explain whether the program had impact and to determine merit and worth. This question might simply be your goal(s) turned into a question.

  1. To what extent did the project improve, expand, and deepen campus leadership for the 9th grade?
  2. To what extent were 8th and 9th grade teacher knowledge and skills improved?
  3. To what extent were academic performance, attendance, and behaviors of 9th grade students improved?

FORMATIVE QUESTIONS: These questions will allow you to explain how your change occurred. They will also allow you to determine what improvements to recommend. (Which components of your theory of change do you want to be able to provide evidence of? What initial and intermediate outcomes are pivotal to your programs’ success? Without these, you would not expect the results you wan to occur.)

FORMATIVE EVALUATION QUESTIONS / TYPE OF CHANGE (KASAB)
To what degree did meetings of the leadership planning group, Community Council, student governance group, and teacher planning teams demonstrate characteristics of Professional Learning Communities? / Skill, Behavior
What percentage of teachers, students, parents, and community members participated regularly and meaningfully in shared decision-making? / Skill, Behavior
To what extent did the attitudes of all stakeholders change about their degree of empowerment and participation in shared decision-making? / Attitude
How did the leadership skills of administrators and teacher-leaders improve? / Skill
What percentage of teachers implemented new skills in interpersonal relationships with students, lesson design, delivery of instruction, assessment for and of learning, and non-fiction writing across the curriculum? / Skill, Behavior
To what extent did members of the leadership team regularly observe teachers in the classroom and provide constructive feedback? / Behavior
To what extent did teachers’ attitudes about students and their likelihood of success and parents and community involvement improve? / Attitude
To what extent were students’ performance data reviewed on a regular basis with interventions designed for those at risk? / Behavior
To what extent did advisory teachers focus on study skills, organization, test taking strategies, time management, communication, people skills, and choices and consequences? / Behavior
To what extent did interventions designed for students at risk result in positive changes in student performance? / Knowledge, Skill, Attitudes, Aspirations, Behavior
To what extent did students’ grades, CBAs, DBAs, and TAKS scores improve? / Knowledge, Skill, Attitudes, Aspirations, Behavior
To what extent did students’ period and daily attendance improve? / Behavior
To what extent did the number of students’ referrals outside of the classroom for behavior issues decrease? / Behavior
To what extent did students’ attitudes about school and their sense of belonging improve? / Attitudes
What was the recidivism rate of students assigned to ZAP? / Behavior
To what extent were the performance outcomes of students who participated in Kitten Camp different from those who did not? / Knowledge, Skill, Attitudes, Aspirations, Behavior