Running head: EDID6504 Individual Assignment 1

Individual Assignment

Shenelle Mohammed 311100389

University of the West Indies Open Campus

EDID 6504: Program Evaluation and Course Assessment Methods

INDIVIDUAL ASSIGNMENT 2

Table of Contents

Introduction ......................................................................................................................................3

Description .......................................................................................................................................4

Short Coming of Program ...............................................................................................................6

New Proposed Program ...................................................................................................................7

New Program Target Audience ........................................................................................................8

New Program Description................................................................................................................9

New Program Needs ......................................................................................................................10

New Program Objectives ............................................................................................................... 11

New Program Anticipated Outcomes.............................................................................................12

Goal oriented Model Versus Naturalistic Evaluation Model .........................................................13

Proposed Evaluation Model ...........................................................................................................15

Validity of Evaluation Model .........................................................................................................17

Steps to assure the model ...............................................................................................................19

Purpose of Evaluation ....................................................................................................................20

Outcome Evaluation Steps .............................................................................................................21

Log Frame ......................................................................................................................................24

References ......................................................................................................................................26
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Introduction

The Citizen Development Program identified for this project is the Atlantic Primary School Tennis

Program in Point Fortin. The Atlantic Primary School Tennis Program in Point Fortin was formed

in the year 2013 through a partnership between the Atlantic LNG Company of Trinidad and Tobago

and the Tennis Association of Trinidad and Tobago. The program aims to use the sport of tennis as

an avenue for empowering youths in Point Fortin and to introduce children of primary school ages

to sporting experiences and opportunities that otherwise may not be available to them.
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Description

The Atlantic Primary School Tennis Program is wholly sponsored by the Atlantic LNG Company

of Trinidad and Tobago and is administrated by the Tennis Association of Trinidad and Tobago.

Atlantic is one of the world’s largest producers of Liquefied Natural Gas (LNG) that produce LNG

from natural gas delivered from fields in and around Trinidad and Tobago to its four-train

liquefaction facility located in Point Fortin. Atlantic’s role as a processor of LNG and contributor

to national economic growth is balanced by its need to contribute to society due to its corporate

social responsibility. The organization does this through engagement with its stakeholders and by

developing partnerships with its communities, local and international partners, and is helping to

foster sustainable development in the areas of sport, education, local economic development and

the environment.

The organization has demonstrated a commitment to creating opportunities with far

reaching long-term impacts through its sustainability programs. The Atlantic Primary School

Tennis Program is one of Atlantic’s sustainability programs in the area of sport that has an

enrolment of over 125 students from nine primary schools in the vicinity of Point Fortin. Students

are taken from standards two and three which age from 8-12 years old. Tennis Sessions take place

Monday to Friday where each school is allotted one class to participate in the program and one

hour per week.

The program has brought about improvement in the community and promoted sustainable

development. Through the program, children in the area of Point Fortin are exposed to the skill of

learning the game of tennis, career opportunities, life skills experiences and an avenue towards a

healthy lifestyle in both mind and body. The Atlantic Primary School Tennis program has
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contributed to improving the quality of life for the environs in Point Fortin by investing in the

young people of the community.

Trinidad and Tobago have been experiencing a worsening crime situation and this situation

is very prevalent in the community of Point Fortin. As one reflects on the social and economic

environment of the country, crime has reduced the quality of life and has affected the sustainability

and economic growth of the nation. Contributing to the development of youth in a country helps

secure a better future for the nation. The Atlantic Primary School Tennis Program has been

contributing to the community of Point Fortin by investing in its young people through its

sustainability programs. This has helped to alleviate social and economic problems and to promote

sustainability and growth in the community. According to (Council, 2002), “Adolescence is the

pivotal period between childhood and adulthood. It is the time when youths need to acquire the

attitudes, competencies, values, and social skills that will carry them forward to successful

adulthood. It is also the time when they need to avoid choices and behaviors that will limit their

future potential.” (Council, 2002) Goes on to state “The future well-being of the country depends

on raising a generation of skilled, competent, and responsible adults”

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Shortcoming of Existing Program

The shortcoming identified in the program is that the opportunity of the program is underutilized

in its ability to empower students through tennis. Much growth has not been seen and there are

poor evaluation methods that do not effectively aid the program's growth nor effectively measure

its contribution. Without proper evaluation methods, stakeholders will not be adequately informed

of the benefits, potential, and contribution of the program and therefore may not be willing to make

further investments. In addition, without proper evaluation of a program, gaps to improve on

cannot be determined and avenues for growth may not be seen. Therefore it is recommended that

improved evaluation methods be implemented and growth opportunities to empower students

through the sport of tennis be further explored. If explored, this solution can aid in alleviating

current social and economic problems as young people who are the future of the nation are better

equipped to develop successfully.

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New Proposed Program

The proposed program recommended is a primary school tennis program. The title suggested for

the proposed program can be named: Atlantic ETYTT Tennis Programme

ETYTT - Empowering and Transforming Youths Through Tennis

The program is aimed at exposing children to the sport of tennis as an agent for social

change. The program aims to empower youths through tennis by improving tennis skills,

promoting healthy lifestyles, improving academic performance, educating students in career

planning, goal setting and handling peer pressure issues. The program is aimed at the holistic

development of the student by maximizing the benefits of sports to empower students.

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New Program Target Audience

The revised target audience recommended for the program involves children ages 8-12

years old. The program will be administered to nine primary schools in the area of Point Fortin.

Increased enrollments of 125 students are targeted by increasing the offering of the program to two

classes per school, thereby totaling to 250 students to be enrolled in the program. It is hoped that

the increase in enrollment leads to an increase in the number of students empowered through the

sport of tennis in the program.

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New Program Description

The Atlantic ETYTT Tennis Program will have one head coach, two assistant coaches, and one

trainee coach. Coaching sessions will be conducted Monday’s to Friday’s and each school will be

allotted one hour per week and two classes per school. The program will be based on teaching the

basics of the game using the International Play and Stay method, where students learn to play

whilst having fun. During sessions, life skills will be taught such as healthy diet and eating habits,

discipline, respect and goal setting and the progress of students learning and holistic development

will be carefully monitored. Students will be given the opportunity to play National Tournaments

at their level of play and have informative interactions with well-known persons who have

successfully made meaningful contributions to their nation and/or communities. The Program will

be sponsored by Atlantic LNG Company of Trinidad and Tobago and will be administrated by the

Tennis Association of Trinidad and Tobago.

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Needs to be addressed

➢ Introducing students to a healthier lifestyle

➢ Involving Students in sport, an extra-curricular activity, to aid in the prevention of social

ills

➢ To aid students in coping with situations such as bullying and peer pressure

➢ To guide students in setting goals and working hard

➢ To guide students to career planning

➢ To provide a positive influence to young people through new and creative opportunities
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New Program Objectives

➢ 80% of Students ability to serve Rally and Score

➢ Increase Participation by 60% - 250 students to be enrolled at the end of the school year

➢ 80% average attendance

➢ Conduct three National Tournaments and two inter-school tournaments yearly

➢ Have at least four media Interventions for the year

➢ Maintain high reporting standards ( Term reports, KPI Reports, Inventory Reports,

Financial Reports, Sustainability Reports)

➢ Yearly Evaluation and Assessment of Program

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Anticipated Outcomes of the New Program

➢ Basic knowledge of the game of tennis

➢ Healthier lifestyles

➢ Better equipped students who effectively deal with bullying and peer pressure

➢ Motivated Students who set goals and work towards a career

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Goal oriented Model Versus Naturalistic Evaluation Model

Both the Goal Oriented Model and the Naturalistic Evaluation Model can be applied to the new

program proposed. The goal-oriented evaluation model focuses on defining goals in measurable

terms and measuring their degree of attainment. The Naturalistic Model, on the other hand, focuses

on audience concerns and issues to base its evaluation. Whilst the goal-oriented model focuses on

achieving stipulated desired outcomes at the beginning of the program and measures success based

on such. The naturalistic evaluation method is continuous, interactive and qualitative.

If the goal-oriented model is used in the proposed program, the focus for the program will

be determined in advance and the main audience and aim will be the goals set by program

administrators. Goals and objectives will be determined based on stakeholders/managers/funders

requirements for the program and the program will be designed to meet those expectations. This

model has many advantages as the program will be well organized to achieve set outcomes. Also,

requirements of stakeholders will be known and therefore meeting success will be perceivable.

Another benefit of this model which is employed in the program would be the fact that goals are

set by experts in the field and those setting the goals are fully aware of what the program hopes to

achieve. This creates unison of purpose thereby leading to the better execution of the program.

However according to (Marsh, 1978) "the evaluation researcher who elects to use a goal-

oriented evaluation strategy, must be aware of the limitations or biases introduced by this method.

Specifically, this approach may lead the researcher to neglect informal organizational goals,

unintended outcomes, or organizational dynamics that influence the achievement of program

goals". Whilst a goal-oriented model of evaluation may provide many benefits, such a model also

has its limitations. The downfall of such models, can lead to stunt growth in the program as

participant’s views and other external factors are not taken into consideration, thereby undermining
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the effectiveness and growth of the program. In a goal-oriented model, the focus will be one

directional thereby reducing creativity and flexibility for growth and enhancement.

The Naturalistic Model if employed creates a bit of ambiguity for the program as

information is dependent on various sources continuously throughout the program. The advantages

of this method, however, will be a more qualitative description of the program, creating a more

applicable program based on the needs of participants, and flexibility for unintended outcomes.

The naturalistic model presents a broader view of the benefits and gaps of the program based on

the needs of its audience. The shortfall of the naturalistic model is that it is nondirective, there is

no clear focus for measuring the program and so large amounts of data will have to be analyzed

and synthesized to determine assessment results and program focus.

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Proposed Evaluation Model

According to (Stufflebeam, Madaus, & Kellaghan, 2002) “Each evaluation approach has its

particular strengths that can help illuminate different aspects of a program”. Therefore the

evaluation model selected for the Atlantic National Primary School Tennis Program would be a

mixture of the goal-oriented model and the naturalistic evaluation model. The goal-oriented model

will be used because of the nature of the program and the requirements of stakeholders to report

specific outcomes. The National Primary School Tennis Program has clear guidelines by experts

in the field and the Atlantic LNG Company of Trinidad and Tobago, the main sponsor for the

program, has clear stipulations of what Key Performance Indicators are required for the program.

Because the program is a sustainability program, feedback from participants and those in

the community that are affected can be considered a very important aspect of evaluation to be

taken into consideration. The naturalistic model of evaluation is a responsive evaluation with a

pluralistic perspective. Evaluation via interviews, observation and researching the participants

affected, can add value to such a program. Such an evaluation model can guide the program to

meet the needs of its audiences thereby creating a more applicable, effective and sustainable

program. Partly employing the naturalistic model also leaves room for flexibility in the program,

as the program can always be prepared to adjust to unforeseen changes and as a result, there is

always room for dynamic growth. To add, employing a naturalistic model of evaluation can also

explore avenues where the program can improve the standard of living and explore avenues for

the program to aid in alleviating social and economic ills in society.

Therefore a mixture of the goal-oriented and naturalistic models are recommended for the

evaluation design of the program. If such is employed the benefits are;

1. Statistical data can be shown, measured and aligned with predetermined objectives
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2. The program will have a clear directive and will be able to clearly show success

3. The naturalistic model will allow for a more qualitative and complete report of the

program

4. The naturalistic model makes it possible to better identify how the program is

received, its impact, its shortcomings and any new avenues for growth

5. The mixture of both models for design aids in presenting a more effective

evaluation design for the program

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Validity of Evaluation

The validity of the evaluation of the program can be assured according to (Unit 2: Programme

Evaluation Approaches, Models, Designs, and Tools);

1. If the chosen model is appropriate to the intended purpose of the evaluation.

Evaluation of a program can serve different purposes. Evaluation models should be

designed based on intent. That is, whether it is to make critical decisions, communicate to

stakeholders, help improve a project, identify gaps, identify opportunities for growth or simply

assess whether goals were achieved. For example, a goal-oriented model of evaluation may

be best suited in a context where achieving stipulated outcomes are required by and are the

key success factors for the program. A program may not be intended to go further than

achieving its stipulated goals and therefore such an evaluation method would be ideal. It would

not be applicable to use a naturalistic model in this sense seeing that the information collected

by such a model may not be useful for its purpose. Therefore in assuring the validity of the

evaluation of the program one can ensure that design is in correlation to the purpose of the

evaluation.

2. If the evaluation design is attuned to the needs of those who commissioned the evaluation

(Atlantic LNG Company of Trinidad and Tobago)

Another critical means of assuring the validity of the evaluation of a program would

be to ensure that the evaluation design is in correlation to the needs of those that require the

evaluation. For example, the administrators of the Atlantic National Primary School Tennis

Program has communicated their expectation of success for the program through yearly and

termly meetings. It can be identified by this communication that both quantitative and

qualitative evaluation methods are required and the type of evaluation methods that would be
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suitable. In essence, the evaluation model chosen must correlate with the needs and

requirements of those it is accountable to and the information required.

3. If the evaluation report describes the program and its procedures adequately.

To assure the evaluation model, the model chosen must be able to adequately report

the program. The model chosen must be able to evaluate and report sufficient data required

from the program to meet its purpose and requirements of stakeholders. Therefore questions

such as whether statistical data sufficiently communicates the information required? Needs to

be asked. The type of information required plays in big role in determining the type of

evaluation design.
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Two steps that can be adopted to assure the model adopted would be;

1. Determine the requirements of the sponsors/managers of the program.

The first step I would take as an evaluator to assure the model adopted would be to

clearly determine the requirements and expectations of the program managers. The model

chosen must be suited to measure those requirements accordingly.

2. Determine the purpose of the evaluation and ensure that the model chosen complements

achieving that purpose.

The second step I would take as an evaluator would be to determine the purpose of

evaluation. Why is evaluation required? Who is the information required to serve? What are

their needs or expectations?

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The Purpose of the Evaluation

The purpose of this outcome evaluation plan, is to present a handwritten evaluation plan that will

aid the program's progress to achieve desired outcomes. The purpose of the plan will be to collect

information about the program's activities, characteristics, and outcomes, to reduce uncertainty,

improve effectiveness and make decisions. The plan will help accurately trace objectives to

outcomes and test whether objectives are being achieved. The plan also seeks to provide for

accountability to stakeholders, foster transparency, foster collaboration and shared purpose, and to

validate investments and the use of resources in the program. Sponsors are interested in whether

the program’s initiative is producing what it claims to be producing. This outcome evaluation plan

is an attempt to evaluate the results of the program that will help identify successes and any areas

for growth or improvement.

The major stakeholders with interest in this evaluation plan are the prime sponsors for the

program, which is the Atlantic LNG Company of Trinidad and Tobago. The purpose of this

evaluation plan falls in line with the organization's overall strategic plan to foster sustainability by

measuring the effectiveness of the program and venturing avenues for growth and success.
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Outcome Evaluation Steps

• Determine the purpose of evaluation

Determining the purpose of evaluation sets the tone for the evaluation process. Determining

purpose sets context, expectations and gives a broad view of the need the evaluation hopes to meet

so that evaluation methods can be appropriately chosen.

• Conduct a needs analysis to understand the program

Doing your research to obtain a clear understanding of what the program offers, hopes to achieve,

expectations of its participants and how it is implemented will be useful in the evaluation of the

program. Such information would not only be useful in familiarizing one with the environment

being evaluating, but also in identifying desired outcomes and activities that can bring about these

desired outcomes. Such an analysis also helps to determine relevant objectives and measures for

success. In addition, a needs analysis also highlights contextual factors that may affect the

implementation of activities and their potential to bring about the desired outcomes and so is

critical in conducting evaluations.

• Clearly define desired outcomes, short term, medium term and long-term

Clearly defined outcomes tell the evaluator what is being assessed so that appropriate tools and

measures can be used to determine whether the specific outcomes were achieved. Also clearly

defining outcomes allows for unintended outcomes to be identified in the evaluation process.

Determining intended outcomes would require observation, brainstorming and consulting with the

stakeholders of the program, experts in the field and participants such as coaches and students.

• Determine outcome indicators for desired outcomes

Determining outcome measures for each desired outcome assists in effectively measuring

outcomes to obtain results that are of quality, measurable, specific and time-bound. It also assists
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in using the logic model to plan and implement the evaluation process, which determines inputs,

outputs, and means of verification and assumptions, to achieve the desired outcome, purpose and

goal.

• Formulate Outcome Evaluation Questions

Outcome evaluation questions aid the evaluation process in determining the extent to which the

participant’s lives have changed as a consequence of participating in the program and whether

the program0 contributed towards bringing about these changes. Outcome evaluation questions

are listed below;

1. How has participant's quality of life improved after participating in the program?

2. How are student’s lifestyles being affected by the program?

3. Have the participants behavior changed as a result of life skills taught in the programme?

4. Has the programme fostered improvement in student’s health choices?

5. Are there significant changes in students’ academic performance as a result of the

programme?

6. Has the introduction to the sport of tennis positively impacted students’ lives?

7. What unintended outcomes were observed?

• Selection of evaluation design

The mixed methods approach to evaluation design would be used, employing both qualitative and

quantitative methods of data collection. This method would aid in the collection of both numerical

and detailed data for the evaluation process. A mixture of the before and after quasi-experimental

design and case study descriptive design would be used for this evaluation. The before and after

quasi-experimental design collects data before implementation of the programme and after

implementation of the programme and attributes the difference to the programme. In case data can
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be collected before the school term begins and at the end of the school term. The case study

descriptive design collects data on different sample groups. Because the programme includes nine

schools a case study descriptive design will be implemented to account for the differences in

groups.

• Collection of data

Data would be collected through the use of questionnaires, interviews, random sampling,

observation and program reports and data collection instruments will be effectively designed to

measure the planned outcomes stated.

• Analysis of Data

Data will be collated and analyzed to determine answers to the outcome evaluation questions.

• Make Recommendations

Recommendations will be made based on the findings of the outcome evaluation to help improve

the effectiveness of the program in achieving its objectives.

• Dissemination of Findings

Findings will be disseminated to the relevant stakeholders in the program.

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Log Frame

A logic model visually shows the link between activities and intended outcomes. It identifies

available resources, what the program is doing, what you hope to achieve and any assumptions

that can be made. The model outlines the steps required to reach a goal so that stakeholders can

assess what they can influence, what impact they can have, and whether it is realistic to expect to

achieve their goals with the time and resources available.

LOGICAL FRAMEWORK
Program Summary Activities Objectively Means of Assumptions
Verifiable Verification
Indicators
Goal: 60% of students Feedback It is presumed that
To empower display heightened questionnaires on students will be able to
primary school self-confidence at how the program has relate positive changes
children through the the end of the school impacted the students that have resulted
sport of tennis term from participating in
the program
Outcome 1: ▪ One hour 80% of students are Evaluation of It is assumed that
Improved tennis lesson able to serve rally students at the end of using the play and stay
performance per week and score at the end the term to serve, method of coaching
inability to serve ▪ Developmental of the school term rally and score that at the end of the
rally and score Tournaments term 80% of students
will be able to serve,
rally and score
Outcome 2: ▪ Health 80% of students Survey at the It is anticipated that by
Increase in healthier Promotion drink more water, beginning of the term introducing children to
lifestyles Activities eat a balanced meal and at the end of the tennis would increase
▪ Teaching and exercise more term water intake, water intake and the
session on regularly at the end meal content, and willingness to exercise
healthy eating of the school term regularity of exercise
habits for
athletes
▪ Pep Talks
before or after
sessions
Outcome 3 ▪ Special 75% of the students Anonymous It is supposed that
Improved self- sessions with responded positively questionnaires students face bullying
confidence to deal motivational to how they handle and peer pressure and
with bullying and speakers bullying and peer Students in the by having remedial
peer pressure ▪ Teaching life pressure after being program not reported sessions their response
skills mediation involved in the in any form of to such issues will
and conflict program for one bullying activity improve
resolution term
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▪ Pep Talks
before or after
sessions
Outcome 4: ▪ Teach Goal 75% of the students Asking the student to It is assumed that by
Increased motivation setting and set written Goals see their written goals introducing students to
to set goals and plan exposure to a and begin planning a and questioning them the sport of tennis they
a career career coaching career part after on the career of would be introduced
session being exposed to choice and what it to a new career path
▪ Pep Talks secessions would take for them and by direct pep talks
before or after to achieve it students will be
sessions encouraged to set
goals and work
towards a career
Outcome 5: ▪ Mental drills 80% of teachers Questionnaires filled It is expected based on
Improved academic ▪ Competition view that students out by teachers who scientific health facts
performance formats to have increased supervise students for that students who play
challenge academic the program a sport will better
students performance as a perform at academics
▪ The use of result of the program
problem- after one term
solving
activities
▪ Use of the open
questioning
method
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References

Council, I. o. (2002). Community Programs to Improve Youth Development. Washington DC:

The National Academies Press. Retrieved from

https://www.nap.edu/read/10022/chapter/2

Guskey, T. R. (2000). Evaluating Professional Development. California: Corwin Press Inc.

Marsh, J. C. (1978). The Goal Oriented Approach to Evaluation: Critique and Case Study From

Drug Abuse Treatment. Journal of Evaluation and Program Planning, 41-49.

Stufflebeam, D. L., Madaus, G. F., & Kellaghan, T. (2002). Evaluation Models: Viewpoints on

Educational and Human Services Evaluation. Boston/Dordrecht/London: Kluwer

Academic Publishers.