Right timing in formative program evaluation.
Since many educational researchers and program developers have limited knowledge of formative evaluation, formative data may be underutilized during the development and implementation of an educational program. The purpose of this article is to explain how participatory, responsive, educative, and qualitative approaches to formative evaluation can facilitate a partnership between evaluators and educational researchers and program managers to generate data useful to inform program implementation and improvement. This partnership is critical, we argue, because it enables an awareness of when to take appropriate action to ensure successful educational programs or "kairos". To illustrate, we use examples from our own evaluation work to highlight how formative evaluation may facilitate opportune moments to (1) define the substance and purpose of a program, (2) develop understanding and awareness of the cultural interpretations of program participants, and (3) show the relevance of stakeholder experiences to program goals.
University of Georgia, United States. Electronic address: jorihall@uga.edu.
Jori
J
Hall
University of Georgia, United States. Electronic address: freeman2@uga.edu.
Melissa
M
Freeman
University of Georgia, United States. Electronic address: roulston@uga.edu.
Kathy
K
Roulston
D001364:Awareness; D003299:Cooperative Behavior; D054521:Cultural Competency; D003657:Decision Making; D004493:Education / Q000458:organization & administration*; D006801:Humans; D015397:Program Evaluation / Q000379:methods*; D036301:Qualitative Research; D012106:Research / Q000458:organization & administration*
Collaboration; Decision making; Program evaluation; Qualitative research; Social context