项目评估

In this lesson, you will learn about the importance of program evaluation as a source for determining what services to children and families are working well and what aspects of the program are in need of improvement. All staff and families may participate in the program evaluation. Program evaluation is typically completed on an annual basis in order to determine whether the program is effectively meeting its goals. The findings of the program evaluation are typically shared with all of the program's stakeholders: families, staff, and in some cases the community. In military child and youth programs these reports are also shared with the military leadership or higher headquarters within your Service.

管理团队与员工和家属合作，收集相关数据，进行分析，并利用调查结果做出改变，从而提高项目的整体质量。他们还利用这些信息为项目以外的感兴趣的合作伙伴（家庭、咨询委员会成员、资助者、检查组、认证机构等）创建项目的正式报告或说明。项目负责人在组织项目评估过程时，希望同时使用形成性和终结性评估方法。

形成性评价

形成性评价是在课程的日常运作中用来检查正在进行的过程并帮助改进课程的。形成性评估检查日常的成功和不足。通常在项目刚开始或新政策刚实施时使用。形成性评估提供了一个快速反馈回路，以影响项目决策并做出必要的更改。

造型的例子:花床,程序条例,决des to create a new schedule for herself where she observes two of the toddler classrooms each morning during their snack routine and leaves a brief note summarizing her observation in each teacher's staff mailbox. Both of the toddler rooms were starting a new routine at snack time and the teachers wanted Tori to observe snack several times to provide feedback about how it was working. At the end of two weeks Tori met with the toddler teachers to discuss her observations and to help them decide if the new routine was working well for the children and staff.

Summative Evaluation

A summative evaluation is typically conducted at the end of a program or after a program has been in existence for some time. The summative evaluation is often shared with those outside the program (advisory board, interagency council, funders) to provide data about the effectiveness of the program.)

总结性例子：每年七月，项目经理玛丽亚都会写一份评估报告。在报告中，她总结了儿童和青少年数据、家长事件数据、儿童和家长满意度数据以及总体项目预算报告。本报告还强调了该计划目标的进展（例如，增加课后计划中的志愿者人数）。在许多方面，总结性评估报告可能对项目的任何人都有兴趣，但对项目之外的个人也很重要。

虽然总结性评估报告每年只能编写和共享一次，但用于创建报告的信息在一年中的许多不同时间点收集，并包括许多不同利益相关者（如员工、家长、教练、咨询委员会成员）的意见。

Evaluations may be conducted by a staff member who isinternalto the program (e.g., T&Cs or program manager) or the evaluation may be conducted by someone who isexternal该计划（例如，付费顾问、具有儿童保育计划管理专业知识的大学教授、认证评估员或具有进行计划评估专业知识的州授权代表）。采办项目经理通常负责进行总结性采办项目评估，或与外部采办项目评估人员协调和合作；但是，T&C可应经理的要求提供协助（例如，帮助收集一些相关数据）。

Planning the Program Evaluation

When planning a program evaluation the main question is "What is the purpose of the evaluation?"

• 你想证明为什么该计划需要更多的护理人员吗？
• 目的是为了展示孩子的成长和发展吗？
• 进行评估是为了收集其他人对项目的反馈吗？

对于不同的利益相关者，评估的目的可能不同，并将推动评估将回答的问题类型：

• Are we (the leadership team and the staff) doing what we are saying we're doing?
• What is the program's impact on children and their families?
• 是否所有的家庭都感到受欢迎并成为项目社区的一部分？
• Does the program comply with DoD certification requirements?

There are typically three major areas of consideration in Child Care and Youth Program Evaluations:

1. Program quality
2. Program outcomes (for children and youth)
3. Consumer and stakeholder satisfaction with the program

参与评估的人员必须了解评估的目的以及如何报告他们的答复。规划和设计评估包括创建一个矩阵，其中组织了评估的主要方面。如果评估没有仔细设计，那么结果可能不准确，也没有必要报告。“探索”部分中的资源将帮助您更深入地了解课程评估过程，包括基于您要回答的问题，哪些文档或数据可能是最合适的，以及可以提供有关课程的其他数据的不同课堂或课程质量评估工具（如环境评级量表）这个计划。

Data used to answer the evaluation questions may be collected through online surveys, focus groups, one-on-one interviews, use of classroom- or program-quality assessment tools, and document reviews (e.g., teacher's written lesson plans, children's progress reports or assessment data, budget summaries, program supply orders).

共享和使用项目评估数据

在进行形成性或终结性评估时，计划如何报告和使用结果是很重要的。家长们会想知道，他们的时间和对回答调查问题的关注是否会为孩子带来更高质量的课外活动。项目经理必须决定与参与数据收集的人员共享评估结果的最佳方式。结果可能会公布在该计划的网站上，在时事通讯，以及在其他地方，家长可以访问它。可向工作人员和咨询委员会成员提供硬拷贝。项目经理还必须与利益相关者讨论项目评估结果。讨论可在定期举行的工作人员会议或咨询委员会会议上进行。利用评价结果改进方案，应当让利益相关者清楚。工作人员和其他利益相关者应了解如何监测进展情况。

一些项目被要求在机构间理事会会议期间或与其他团体共享项目评估数据。例如，如果善后护理人员和项目经理从一个组织（如扶轮社）申请并获得一笔特别补助金，以获得一大笔钱来加强善后护理项目期间提供的科学活动，那么工作人员和项目经理就有责任评估活动和学生的能力了解并报告资金的使用情况。同样，选择最相关的评估问题对于规划评估、数据收集方法和时间表至关重要。评估报告应与资助者一起撰写、分享和讨论。yabo电子游艺

观看下面的视频，了解T&C和项目经理如何使用项目评估来记录成功和指导未来改进的变化。

项目管理: Program Evaluation

建立持续质量改进的模型

The staff looks to the program manager and T&Cs for leadership. As the leadership team, they focus on a continuous quality improvement outlook. Programs that are committed to consciously improving their services to children, youth, and families demonstrate an openness to learning new knowledge and skills. They have a clear understanding and commitment to quality. They know what a high-quality program should provide for children, youth, and families. They are aware of what the program is doing well and what could be done better. This awareness is based on observation, data collection, and use of valid and reliable program evaluation tools.

A sample continuous quality improvement plan is provided at the end of the Learn section (see ISBE Continuous Quality Improvement Plan-ECERS-R). This sample plan is based on a preschool program observation using the Early Childhood Environmental Rating Scale-Revised (ECERS-R). This sample program chose to focus on improving all aspects of their program environment that fell below a "5" on the ECERS-R scale. The specific areas needing improvement are listed in the plan. The sample plan includes a timeline, activities and professional development, and person responsible. Writing a continuous quality improvement plan is a way for the leadership team to engage staff in sharing a vision of how they all may work together to attain higher quality services for children and their families.

Your Service, licensing agency, or accrediting body, may have a particular format in which they want to receive your continuous program improvement plan (which is one aspect of program evaluation). At the end of the Learn section, we provide an additional blank example of how Ohio asks child care and youth programs to structure their continuous improvement plans based on their state's quality rating and improvement system. Although each agency, state or Service may be slightly different in how they want the information formatted or delivered, they are typically seeking the same kinds of information.

1. What are your goals for the program?
   1. 你是如何得出这些目标的？换句话说，这个项目的当前状态是什么？你是怎么知道的？您使用了哪些工具、文档或数据来了解您的程序目前是如何运行的？
2. 帮助实现这些目标的具体行动项目是什么？
   1. 哪些活动或专业发展培训将帮助您实现这些目标？
3. What resources do you need?
4. Who is responsible for the particular action items listed? For many goals, there may be multiple people responsible, as direct care staff members may be responsible for enacting new practices in their classrooms, while T&Cs are responsible for providing training relative to this new practice and observation and coaching to ensure it is happening appropriately.
5. What is the timeline for implementation of the specific action items?
6. How will you know your goal was achieved?
   1. You need to anticipate the tools, documents and data you will need to monitor progress toward your goal. This may be similar to forms of information you used to identify the goals to begin with. For example, in the Learn ISBE example, the program may re-administer the ECERS-R in 4 months to see if their scores in the identified areas are now above 5. However, they may be different. For example if you develop a goal to offer more family educational workshops based on feedback from family surveys, you may use the number of families who attend the workshops as one point of data to monitor progress.

持续质量改进包括：

• A commitment to lifelong learning
• 计划的改变会带来更好的护理质量
• 自我反省
• Shared leadership
• Embedded job supports

当T&C和项目经理一致地表达并展示对持续质量改进的承诺时，他们为所有员工提供了一个模型，让他们在自己内部达到卓越。领导团队时刻准备着庆祝项目的成功，同时也在为实现下一个目标而努力。