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Program Evaluation in Counseling
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Program Evaluation in Counseling
Chapter 13 Flashcards
Study
1
Question
How is program evaluation formally distinguished from research according to the Office for Human Research Protections (OHRP)?
Answer
OHRP defines research as a systematic investigation designed to develop or contribute to generalizable knowledge. Program evaluation pertains specifically to a single program or organization and lacks the controls or aim of generalizability, making it generally exempt from institutional review board (IRB) review. Memory Hook: Research reaches the whole Globe (Generalizable), while Evaluation examines this exact Elevator (Entity-specific).
2
Question
What is the core working definition of program evaluation in counseling settings?
Answer
Program evaluation is the systematic collection of information about a program or aspects of a program in order to make decisions about that program. It addresses the guiding question: 'What do I need to know in order to make the decisions that I need to make?' Memory Hook: Evaluation is an Information Engine driving Decision Destination.
3
Question
How does summative evaluation differ fundamentally from formative evaluation?
Answer
Summative evaluation assesses product and overall outcome by asking 'Does this program work and meet its ultimate bottom-line goals?' Formative evaluation assesses the ongoing process and delivery by asking 'How does the program work and how is it functioning?' Memory Hook: Summative tallies the Sum at the end; Formative inspects the Forming machinery while it runs.
4
Question
How does Scriven (1991) define evaluation?
Answer
Scriven defines evaluation as the process of determining the merit, worth, and value of things. Memory Hook: Scriven grades the MWV (Merit, Worth, Value) trophy.
5
Question
What memory hook contrasts Scriven's focus on merit, worth, and value with Rossi et al.'s definition of program evaluation?
Answer
Scriven awards the MWV (Merit, Worth, Value) medal, while Rossi runs the Social Science Scanner to evaluate intervention effectiveness. Scriven evaluates intrinsic value, whereas Rossi emphasizes social research procedures applied directly to intervention programs.
6
Question
How did Boulmetis and Dutwin (2000) define program evaluation?
Answer
Boulmetis and Dutwin defined it as the systematic process of collecting and analyzing information about the efficiency, the effectiveness, and the impact of programs and services. Memory Hook: Boulmetis and Dutwin check the EEI engine (Efficiency, Effectiveness, Impact).
7
Question
What role did Daniels et al. (1981) play in the history of program evaluation in counseling?
Answer
Daniels et al. proposed the meta-model of program evaluation. This shifted the counseling profession from narrow, localized success evaluations toward a broader, holistic conceptualization of program development and accountability. Memory Hook: Daniels built the Mega-Meta bridge over the narrow evaluation canyon.
8
Question
What four evaluation areas did Taylor-Powell et al. (1996) identify to guide evaluation questions?
Answer
They identified program outcome and impacts (Does it work?), program needs (What is needed to improve?), program context (Where does it fit into the system?), and program operations (How does it work?). Memory Hook: ONCO (Outcome, Needs, Context, Operations) guides the diagnostic scan.
9
Question
How does incorporating person-centered planning alter the program evaluation process?
Answer
Person-centered planning engages clients and families directly to identify what recovery elements matter most to them. This reveals unanticipated indicators of success and incorporates stakeholder values into the measurement instruments. Memory Hook: Passing the steering wheel directly to the Person in the passenger seat.
10
Question
What memory hook encodes the four evaluative inquiry areas identified by Taylor-Powell et al. (1996)?
Answer
The ONCO hook: Outcomes (results), Needs (deficits), Context (surrounding system), and Operations (daily functioning). Each letter represents an essential quadrant of program questioning.
11
Question
Why must program evaluators share data with community partners rather than attributing all client improvements to internal interventions?
Answer
Sharing data allows evaluators to identify external confounding community supports—such as a new local food bank providing nutrition—preventing false attribution of client stabilization solely to agency therapy. Memory Hook: The Food Bank Flashlight illuminating hidden help outside clinic walls.
12
Question
How can empirical program evaluation data influence state and national healthcare policy?
Answer
Demonstrating empirical reductions in physical and psychiatric hospitalizations proves substantial cost savings. This incentivizes policymakers to include such counseling services in standard reimbursement programs like Medicaid and Medicare. Memory Hook: Evaluation charts turning directly into Medicare checkbooks.
13
Question
What unintended educational consequence emerged historically from 19th-century 'payment by results' systems?
Answer
Tying teacher compensation or school funding directly to student examination scores caused educators to teach narrowly to the test rather than promoting broader learning, rendering the systems inefficient and distorted. Memory Hook: Paychecks tied to Pens causing students to memorize tests rather than master concepts.
14
Question
How did the No Child Left Behind Act of 2001 mirror the 15th-century Treviso and 19th-century British educational payment systems?
Answer
It reenergized the practice of tying federal funding directly to student performance on standardized assessments, which resurrected the historical problem of curriculum narrowing and teaching to the test until overhauled in 2015. Memory Hook: Treviso's 1444 quill reincarnated as the 2001 No Child Left Behind test bubble sheet.
15
Question
What memory hook captures the cycle of high-stakes testing from Treviso in 1444 to No Child Left Behind in 2001?
Answer
The Boomerang Bubble-Sheet: launched in Treviso (1444), flying through 19th-century UK/US payment by results, striking in NCLB (2001), and repeatedly crashing on 'teaching to the test.'
16
Question
What milestone in program evaluation occurred during the Age of Reform (1792–1900) through William Farish?
Answer
In 1792, William Farish developed the first quantitative methods for scoring student work, transitioning educational appraisal away from purely subjective teacher notes into standardized numeric metrics. Memory Hook: Farish Furnished Figures to replace subjective impressions.
17
Question
What was the significance of Joseph Rice's 1887–1898 comparative spelling study in the Age of Reform?
Answer
Rice conducted the first formal educational program evaluation in the United States by demonstrating empirically that increased time spent drilling spelling had no correlation with actual spelling achievement. Memory Hook: Rice Sifting Spelling grains to prove time does not equal talent.
18
Question
How did Frederick Taylor's scientific management impact educational evaluation during the Age of Efficiency (1900–1930)?
Answer
Taylor emphasized observation, systematic measurement, analysis, and efficiency, which by 1910 led educators to create standardized objective tests to evaluate instruction and optimize operational efficiency. Memory Hook: Taylor's Stopwatch ticking inside the 1910 classroom.
19
Question
How did Ralph Tyler redefine evaluation during the Tylerian Age (1930–1945)?
Answer
Tyler linked educational objectives directly to measurable human behaviors, establishing the foundation of criterion-referenced testing and forging the first bridge between program goals and client behavioral outcomes. Memory Hook: Tyler Tying Target goals directly to Human Behaviors.
20
Question
What memory hook differentiates William Farish, Joseph Rice, Frederick Taylor, and Ralph Tyler?
Answer
FRTT: Farish (Figures/Scores 1792), Rice (Researching Spelling 1887), Taylor (Time/Efficiency 1900), and Tyler (Target Behaviors 1930).
21
Question
How did Bloom's Taxonomy of Educational Objectives (1956) advance the science of evaluation during the Age of Innocence?
Answer
Bloom established that cognitive processes are complex and hierarchical, allowing evaluators to classify learning outcomes into multifaceted levels rather than evaluating human functioning on a single dimension. Memory Hook: Bloom's Cognitive Pyramid replacing a flat single-variable line.
22
Question
What two historical events catalyzed program evaluation expansion during the Age of Development (1959–1972)?
Answer
First, the 1957 Russian launch of Sputnik prompted the National Defense Education Act of 1958. Second, the Elementary and Secondary Education Act of 1965 mandated criterion-referenced program evaluations to support lower-income children. Memory Hook: The Sputnik Satellite beeping overhead while the 1965 Equality Act marches on the ground.
23
Question
How do criterion-referenced measures differ from norm-referenced measures in educational evaluation?
Answer
Norm-referenced measures compare an individual's performance against the relative distribution of peer scores. Criterion-referenced measures evaluate performance against a fixed, predetermined objective standard or mastery threshold. Memory Hook: Norm compares you to the Neighbors; Criterion compares you to the Concrete bar.
24
Question
What quality assurance recommendations for program evaluation were established by Stufflebeam et al. during the Age of Professionalization (1973–1983)?
Answer
Evaluations must serve client needs, address central value issues, deal with situational realities, meet probity requirements, and satisfy veracity needs. Memory Hook: The PROBITY Pentagram: Needs, Values, Realities, Probity, and Veracity.
25
Question
What memory hook distinguishes norm-referenced evaluation from criterion-referenced evaluation?
Answer
Norm is the Crowd (relative ranking among peers), whereas Criterion is the Checkpoint (reaching the defined competency line regardless of others).
26
Question
What guidance did CACREP issue in 2017 regarding program evaluation in counselor education?
Answer
CACREP clarified expectations for the 2016 Standards by emphasizing individualized evaluation frameworks, setting minimum informational thresholds, and urging faculty to systematically analyze mission, curriculum, and student learning outcomes to make improvements. Memory Hook: CACREP's Custom Blueprint setting the floor while encouraging custom building.
27
Question
What are the four core cultural reminders published by the CDC for culturally competent program evaluation?
Answer
Evaluation cannot be culture-free; cultural competence requires reflection on one's own cultural position; competence in one context does not guarantee competence in another; and cultural competence fosters trustworthiness. Memory Hook: FREE-REFLECT-CROSS-TRUST (Never Free, Always Reflect, Never Cross-Assume, Always Build Trust).
28
Question
Why did Astramovich and Coker (2007) argue that traditional evaluation models are often impractical for counselors?
Answer
Most legacy evaluation models were designed for massive educational or public health projects with complex procedures that do not fit the individual, small-group, or relational realities of clinical counseling settings. Memory Hook: Trying to drive an Industrial Freight Train down a narrow Therapy Hallway.
29
Question
What three subtypes fall under the umbrella of summative program evaluation?
Answer
Summative evaluation encompasses outcome evaluation (Does it work?), impact evaluation (What is the overall long-term effect?), and cost evaluation (What is the cost-benefit analysis?). Memory Hook: OIC (Outcome, Impact, Cost) seals the deal at the finish line.
30
Question
What memory hook anchors the CDC's four basic reminders for culturally competent evaluation?
Answer
The TRUST Shield: T (Trust built), R (Reflect on self), U (Un-free: never culture-free), S/T (Situational: no cross-context guarantee).