The Models Used in Program Evaluation - the Discrepancy, Goal-Free, Transaction, Goal-Based Models - Term Paper Example

Goal-based evaluations are used to determine if a program is meeting or is able to meet its’ goals. Programs are usually designed or created to meet defined goals and objectives; along with evaluation, this can also be used to determine how to progress in the future. This is one of the best methods of evaluating progress towards specific goals. Timelines can improve these models and identifying your inputs, outputs and outcomes will lead to successful implementation and use of this evaluation model (Ohio University, 2012).

Goal-based evaluations are summative evaluations and examine the overall quality and outcomes of a program. These evaluations can be helpful in making decisions and determining if the program has met its outcomes in comparison with its’ cost. A common item that is used in goal-based evaluations is statistics. Goal-based evaluations usually involve analysis, data collection and the interpretation of the collected data. Questions such as what happened in the program are answered.

The discrepancy model of the evaluation was developed in 1968 and provides information for assessment and program improvement. This model identifies four distinct phases in the program; definition stage, installation stage, process stage, product stage and program comparison. Terminal objectives are defined and enabling objectives are determined which are considered necessary to reach the objectives. The discrepancies are the differences in what is thought to be happening within the program and what is actually happening in the program. Along with data collection, analysis and interpretation this model requires facilitation and monitoring (Howard,  & VanCollins, 2012).

The goal-free model of evaluation is an evaluation that is based on the goals and objectives of the program. The evaluator does not know the goals and objectives of the program before the evaluation and what the program does is explored rather than what is the program supposed to do. This method identifies unexpected positives and negatives of the program and it is also reversible; it may become goal-based later on in the evaluation. It is thought to be less subjective to bias or corruption (Youker, 2012). Data collection, analysis and interpretation are used in this model.

The transaction model of evaluation uses subjectivity and there is a continuous feedback between the one who is evaluating the program and participants in the program. By being active in the program subjective feedback is possible and the findings are shared with the staff in order to improve the individual components of the program and the program overall. The intended primary outcome of this model is program understanding. Participation is utilized along with data collection, analysis, and interpretation (Ohio University, 2012).

The decision-making model of evaluation is an entirely summative evaluation that does not consider the current state of the program. Instead, it is focused on the future of the program and making decisions about the long-term effects of the program. This evaluation model seeks to optimize a program and in some cases reduce operating costs. The CIPP model is a decision-making evaluation and proposes the use of four different evaluative activities; context, input, process, and product. The evaluation seeks to determine what needs to be done, is this being done, and how can this be done (Owsten, 2012).