W7A Evaluation of Program
Quality and type of assessment that is performed can be influenced by program resources which include budget proportion that is availed for assessment and the staff partners’ assessment expertise. Every appraisal effort ought to be made in addressing two major critical program estimation purposes. These are improving and assessing quality as well as determining how effective the evaluation is. A planner who neglects costing does so while endangering program funding. Perhaps, the planner also neglects professional reputation (Jackson, 2011).
For certified specialists in health education as well as health educators, appraisal is a major responsibility area. Even personnel who promote health must understand the basic estimation concepts as well as the sequence and most applicable designs for assessment and methodology. They must also understand the analysis as well as data analysis report (Miller & Yang, 2007). Rubber Today for a Brighter Tomorrow is the program that will be evaluated in this paper. This program tries to design behavioral and biological initiative in curbing HIV/AIDS’ spread among the African Americans in U.S.
Formative or process appraisal is related to program improvement and quality assessment. Process estimation takes a pre-testing form where certain components that include the curriculum and announcements of public service are tested. Through process assessment, program quality will be assessed and right priorities set. As such, the assessment will assist in the analysis of information as well as the current curriculum. Enough information about preventing HIV/AIDS’ spread among the African Americans will also be acquired. Additionally, the process will help in ascertaining if the program is interesting to the participants. This can be verified through the selection of a population sample and assessing it as a representative of the larger group. Estimation of the impact will help in determining the program’s effectiveness. Assessment for determining the program’s effectiveness can employ a sample that will be selected randomly and the response of the sample towards the program checked (Jackson, 2011).
From the check of the effectiveness of the curriculum for instance, there will be different materials for different age 
groups and age and these will draw reactions from participants. According to Penhale and Parker (2007), learning is better when pictured materials are used among adults since they make a learning environment interactive. The program’s effectiveness assessment will be resolved this way. The ultimate and overall program’s objective will be assessed using the results. Examinations that have influence on psychological symptoms, indicators and important mortality and virus measures as well as participants’ morbidity will be used. This assessment will be done after running the program for a specific period. Because impact valuation as an event requires more resources and time, the program’s budget will accommodate the interested parties so that they can participate in this appraisal. These parties include the media and social workers. The media will play the vital role of disseminating information so that it can reach the target recipients (Craighead et al., 2002).
The design for assessing this program will be chosen from various analysis designs. These include true and quasi appraisal design. Quasi analysis is my choice since this design lacks randomization. This is a weakness and strength in itself. Internal validity is threatened by the absence of randomization (Miller & Yang, 2007). I will also assess different variables in this program including those under treatment and those not being treated. Making several estimations will be required and HIV/AIDS victims will be assessed as well as those without the disease. The chosen assessment design does not include randomization and this increases the probability of mystifying variables. It also makes comparing the baseline of managed as well as action groups hard. Mostly lacking randomization is a strength that provides viable results for the assessment programs in which randomization becomes impossible. Contrary to this, true evaluation as a design requires an evaluation program that is narrow and therefore it is not fit for program evaluation in this case (McDavid & Hawthorn, 2006).
Disseminating information is important to stakeholders including all participants since it facilitates the program’s success. The program’s effectiveness will also be assessed by the evaluation and a program is only effective when information is disseminated effectively. Materials and information are available in various media forms. The media that will be employed by the program will make getting information within the appropriate time easy for each party. The program’s budget will cater for printing of materials as well as filling questionnaires by social workers and other community participants (Jackson, 2011).
Regular workshops will also be held by social workers in the communities. Participants will engage in interactive discussions that will involve facilitators. Knowledge about the objective of this program will be acquired through these interactions. Pictured materials and films will be used in teaching. These materials will be employed by facilitators in ensuring that the most appropriate media is used by participants in order for them to play an effective role in this program. A good environment with easier interactions will be created by establishing close relationships and using phone calls to communicate with participants (Chen et al., 2006).
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References
Chen, R. et al. (2006). “Distribution of Health Care Expenditures for HIV-Infected Patients”. Clinical Infectious Diseases, Vol. 43, pp. 1003-1010
Craighead, W. E., & Corsini, R. J. (2002). The Corsini encyclopedia of psychology and behavioral science. New York: Wiley.
Jackson, S. L. (2011). Research methods: A modular approach. Belmont, CA: Wadsworth/Cengage Learning.
McDavid, J. C., & Hawthorn, L. R. L. (2006). Program evaluation & performance measurement: An introduction to practice. Thousand Oaks: SAGE Publications.
Miller, G. & Yang, K. (2007). Handbook of Research Methods in Public Administration, Second Edition. New York: CRC Press.
Penhale, B. & Parker, J. (2007).Working with Vulnerable Adults. London: Routledge.