Exam 5: Ethics in Program Evaluation
Exam 1: Program Evaluation : an Overview25 Questions
Exam 2: Planning an Evaluation27 Questions
Exam 3: Developing and Using a Theory of the Program25 Questions
Exam 4: Developing Measures of Implementation and Outcomes30 Questions
Exam 5: Ethics in Program Evaluation34 Questions
Exam 6: The Assessment of Need31 Questions
Exam 7: Monitoring the Implementation and the Operation of Programs26 Questions
Exam 8: Qualitative Evaluation Methods28 Questions
Exam 9: Outcome Evaluations With One Group27 Questions
Exam 10: Quasi-Experimental Approaches to Outcome Evaluation26 Questions
Exam 11: Using Experiments to Evaluate Programs29 Questions
Exam 12: Analyses of Costs and Outcomes28 Questions
Exam 13: Evaluation Reports: Interpreting and Communicating Findings29 Questions
Exam 14: How to Encourage Utilization25 Questions
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If after beginning an evaluation the evaluator comes to feel that the evaluation plan cannot be carried out in a way that will yield a valid evaluation, the best alternative is to
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(Multiple Choice)
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B
A stakeholder group that is seldom consulted in planning an evaluation is the
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D
When considering evaluation designs, ethical evaluators seek to
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A
Evaluation results can fail to detect the positive outcomes of an effective program when
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The evaluator needs to be concerned about serving the information needs of stakeholders because
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Contrast the interests of college students and faculty in creating plans for an evaluation of general education requirements in an arts and science college.
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How should an evaluator respond to a program manager who requests access to the original survey forms that his employees completed after employees had been assured of confidentiality by the evaluator?
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Evaluators are especially concerned about the possibility of invalid conclusions because
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In conducting an evaluation of an innovative program, the most important responsibility of the evaluator is to
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Practicing evaluators report that the most common ethical problems involve
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Why are Type II errors particularly likely in program evaluations?
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Using a general school achievement test when a measurement of a specific skill is needed
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Focusing solely on the stated goals of a program when designing an evaluation might mean that
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The most scientifically sound evaluation design can fail to be useful if
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Evaluators are more concerned about Type II errors than are basic researchers because
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