Our Evaluation Perspective
Our Definition of Evaluation
Evaluation is a process to bring information to bear on decisions about programs in which decisions can be process-oriented (how the program was implemented) or results oriented (did the program affect participant reactions or produce client change).
ODA adopted this practical definition of evaluation for Extension work from Dr. Michael Lambur, associate director emeritus at Virginia Cooperative Extension. This definition covers all types of evaluation efforts associated with Extension programs from needs assessments to long-term impact studies. We also see this definition as more understandable, descriptive, and practical for Extension educators than the traditional definition of evaluation as “a systematic determination of the quality or value of something.”
Our Vision for Evaluation
For Texas A&M AgriLife Extension Service – at all levels – to understand, value, and practically implement excellence in evaluation for accountability, planning, program improvement, and interpretation purposes.
Our Model of Evaluation
Our model of evaluation can be viewed on two levels. On one level, evaluation is integrated into our agency’s larger program development model. On another level, the types and timing of client changes associated with Extension work fit well under Kirkpatrick’s Evaluation Model.
Kirkpatrick’s four levels of evaluation (and our agency equivalent in parentheses) are:
- Level 4 – Results (long-term programmatic impact)
- Level 3 – Behavior (behavior change, adoption of best practice or new technology)
- Level 2 – Learning (knowledge gain, skills acquisition, attitude change)
- Level 1 – Participant Reaction (customer satisfaction)
Our Collaborations
Our collaborative efforts can be found in these areas:
- Engagement with other evaluation professionals within the National Association of Extension Program & Staff Development Professionals
- Engagement with the Extension Education Topical Interest Group of the American Evaluation Association