Services
Program Evaluation
A program evaluation provides administrators in the shooting sports, hunting, and outdoor recreation with an in-depth assessment of their policies, courses and operations.
There are times when the key personnel for an educational program, caught up in the day-to-day operations, need to know: “What is really going on here?” What accounts for the success or lack of success in our program?” “Are we actually succeeding with accomplishing our mission, goals and objectives?”
Educational programs benefit from an external evaluator who captures the big picture and shows how the various parts of the educational program influence its operations and outcomes.
A program evaluation may include the following questions:
Global questions:
- What is the history of the organization? Who started it? How did it start? Where? Why did it start?
- What is the stated mission or purpose of the organization? What are its goals and objectives?
- Are the organization’s policies, operations and products accomplishing its goals? At what level of success is it functioning now?
- Where does the organization stand in relation to its competitors or peers? What accounts for any important differences?
Focused questions:
- What are the best examples of expected outcomes or products?
- What outcomes or products are less-than-satisfactory?
- What elements or circumstances account for less-than-satisfactory outcomes or products?
- What do administrators say about the organization’s personnel, operations and outcomes or products? What recommendations do they offer for improvement?
- What do internal personnel say about the workplace culture and discrepancies in the quality of work, outcomes and products? What recommendations do they offer for improvement?
- What do external partners and stakeholders say about the organization’s policies, operations, outcomes and products? What recommendations do they offer for improvement?
Process-Improvement Questions:
- What steps has the organization taken in the past to make improvements? What were the results?
- Is the organization at a point in time where it must make improvements? How serious and widespread is this perception?
- What are the greatest known (or potential) barriers to process-improvement?
Foresight’s program evaluation includes qualitative and quantitative methods and tools. Each study fits the peculiar features or characteristics of the educational program that it is applied to. The evaluation may include interviews, observations, focus groups, opinion surveys, collection of manuals of policies and procedures, study of organizational structures, personnel issues, etc. The evaluator’s overall purpose is to know, to actually “see” and understand, what is taking place on the ground.
Multiple sources of data inform the evaluator from several different viewpoints. Systematic collection and analysis of data leads to validation of findings and a clear understanding of the program. A detailed report discusses the study’s purpose, methodology and results. This report presents a factual description of the organization at the present time and includes specific, databased recommendations for improvement.
A long-term program evaluation involves continuous monitoring, data collection, analysis, and feedback to the administrator over a period of several years. Formative and summative reports assist decision-making at the local level and satisfy concerns for accountability from funding agencies.
Curriculum Evaluation, Curriculum Planning and Instructional Design
The learner is the most important beneficiary of Foresight’s process for improving instruction in hunting, shooting sports, and outdoor recreation.
Foresight provides a three-part service to program administrators that leads to development of a best-in-class course or series of courses.
Curriculum evaluation pertains to assessment of courses already on the books. It determines the extent to which courses are aligned with standards for content, instructional design, and technology. Foresight uses instruments, procedures and a rating process to determine whether or not and the extent to which existing courses meet requirements and expectations for quality instruction. Recommendations are provided for improvement as needed.
Curriculum planning develops new and existing courses from the initial concept stage through development of goals, standards-based objectives, the full array and sequencing of specific knowledge, skills and attitudes, specific lessons, instructional materials and activities, and learner outcomes. The main question that guides curriculum planning is: What knowledge and skills are necessary or most important, and what is simply nice to know?
Instructional design for new and existing courses is closely related to curriculum planning, but with a focus on adopting a content delivery system that is best suited to the learner. Instructional design should match course objectives, notably the behavioral terms and expected student outcomes, including assessment techniques. Development of an instructional design considers all available options, including combinations: face-to-face teaching, eLearning courses, online (live) courses, blended courses, hybrid courses and flipped classes.