title: Program evaluation models and related theories: AMEE guide no. 67.
abstract: This Guide reviews theories of science that have influenced the development of common educational evaluation models. Educators can be more confident when choosing an appropriate evaluation model if they first consider the model's theoretical basis against their program's complexity and their own evaluation needs. Reductionism, system theory, and (most recently) complexity theory have inspired the development of models commonly applied in evaluation studies today. This Guide describes experimental and quasi-experimental models, Kirkpatrick's four-level model, the Logic Model, and the CIPP (Context/Input/Process/Product) model in the context of the theories that influenced their development and that limit or support their ability to do what educators need. The goal of this Guide is for educators to become more competent and confident in being able to design educational program evaluations that support intentional program improvement while adequately documenting or describing the changes and outcomes-intended and unintended-associated with their programs.
authors.affiliation: Office of Educational Development, University of Texas Medical Branch, 301 University Boulevard, Galveston, Texas 77555-0408, USA. awfrye@utmb.edu
authors.forename: Ann W
authors.initials: AW
authors.lastname: Frye
authors.forename: Paul A
authors.initials: PA
authors.lastname: Hemmer
mesh_terms: D016014:Linear Models; D017145:Models, Educational; D017711:Nonlinear Dynamics; D015397:Program Evaluation / Q000379:methods*