Evaluation Impact

Write a statement on how you will ensure that your evaluation will have impact on the program. Stipulate reporting strategies and methods for enhancing evaluation use.

Overview:

The intent of this evaluation is to develop a process based approach grounded in appreciative inquiry. It will also incorporate a participatory evaluation philosophy by including various stakeholders in the process.

Given the nature of the TAC program as that of a 'school policy,' students respect the program but don't necessarily reflect on how it contributes to their development and understanding. By developing the evaluation around group discussions and interactions regarding the TAC program, the hope is that ownership can be developed among all stakeholders, evaluating perceptions and impacts for each group, rather than developing an administrator-down perspective.

A main focus of the evaluation will be aimed at the question 'How can the program be developed so as to encourage ownership among all stakeholders?' What this means is, to shift the focus of the program from being school directed (imposed), to being community developed and maintained. The desire is to have stakeholders want to speak English, and be proud to develop an English environment within the school.

We will also ask stakeholders to consider how they will improve the program. What is most important is for stakeholders to engage honestly with each other, and through their interactions develop an understanding of why the program is being implemented, how it is effective (enabling factors), how it is not effective (constraining factors).

Comparing our perceptions (expressed during the first stage of the evaluation) to the reality of the data accrued will allow us to re-investigate the TAC program, with an eye for developmental opportunities. Once again, the intention is to pass the emphasis from being a teacher and staff anchored program, to being an activity that all stakeholders take genuine pride in.

A valuable culmination of the evaluation would be a large interactional learning community that involves representatives from all stakeholder groups. This would facilitate a community mentality and hopefully work to develop the group ownership desired.

Summary:

This program was introduced to our school from the top down, it was an administrative decision that is now maintained throughout the school. While it has received a positive reception by the teachers, there is no proof that it has been adopted by teachers as a language improvement tool, more than as an extra opportunity for reprimand. As well, it is not clear whether students recognize this program as a developmental opportunity rather than a school-wide sport of 'English language cat and mouse.'

The goal of this evaluation process is to develop reflection and ownership among all stakeholders as to the real intentions of the TAC program, seeking to emphasize the developmental aspects of it and minimize the punitive.

Evaluation Criteria:

Process based: The evaluation is put into effect in such a way that engagement in the evaluation leads to a justification and re-alignment of perceptions regarding the program.

Participatory evaluation: The evaluation seeks to include representatives from each stakeholder group and emphasize their role and responsibilities within the TAC program. The hope is to engage stakeholder parties (such as the students and Chinese staff) to identify their roles within the program as collaborators rather than receivers or participants.

Appreciative inquiry: Due to the fact that there is a punitive element already established within the TAC program, there is a chance that feedback and reflections can turn negative. As a result, the intention of the evaluation will be to align inquiries into the program around a language of development, improvement, and appreciation.

Organization of Evaluation Methods:

Step 1: Identify key stakeholders and seek out volunteer representatives from each group.

  • Volunteers from four stakeholder groups (administration, Canadian teachers, Chinese staff, students)

Step 2: Encourage reflection on the impact of the TAC program, with key consideration being placed on effect and perception.

  • Stakeholder groups engaging in open discussion regarding the TAC program
  • Response and interactions to prompts such as:
    • How the TAC program has developed English skills
    • Why do we participate in the program?
    • Personal feelings regarding the TAC program

Step 3: Looking at the assumptions and perceptions regarding the TAC program and designing data collection methods to justify/refute these ideas.

Step 4: Reconvening with stakeholder groups and assessing data to get a clear picture of perception vs. reality.

Step 5: Interactional workshop involving all stakeholders with specific consideration placed towards future development of the TAC program.