Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
54 Cards in this Set
- Front
- Back
Evaluation |
assess a process or program to provide evidence & feedback for the program |
|
Research |
An organized process using the scientific method for investigation of problems. It involves systematic progression through a series of necessary steps |
|
Reliability |
refers to the consistency, dependability, & stability of the measurement process |
|
Validity |
The degree to which a test or assessment measures what it is intended to measure. |
|
Variables |
Operational forms of a construct. They designate how the construct will be measured in designated scenarios. |
|
Formative Evaluation |
Looks at an ongoing process of evaluation from planning through implementation |
|
Process Evaluation |
Any combination of measures that occur as a program is being implemented to assure or improve the quality of performance or delivery |
|
Summative Evaluation |
Often associated with measures or judgements that enable the investigator to draw conclusions |
|
Impact Evaluations |
Focuses on immediate & observable effects of a program leading to the desired outcomes |
|
Outcome Evaluation |
focused on the ultimate goal, product or policy. Measured in terms of morbidity & mortality |
|
Search Strategies |
Identify key search terms Identify a period of time to conduct the search (i.e. 2005-2010) Characteristics of the population Health conditions |
|
Systematic Reviews |
a published qualitative review of a comprehensive synthesis of publications on particular topics |
|
Meta-analyses |
a systematic method of evaluating statistical data based on results of several independent studies of the same problem |
|
Pooled Analyses |
a method for collecting all the individual data from a group of studies, combining them into one large set of data & analyzing the data as if it came from one big study |
|
Cohort |
A cohort is a group of people who share a common characteristic or experience within a defined period (e.g., are born, are exposed to a drug or vaccine or pollutant, or undergo a certain medical procedure).
|
|
8 Questions to ask when evaluating research |
1. Was the purpose of the study stated 2. was the research question or hypothesis stated? 3. were the subjects in the study described? 4. was the design & location of study described 5. were the data collection instruments used described? 6. Did the presented results reflect the research question/hypothesis 7. were the conclusions reflective if the research design & analyses used? 8. were the implications meaningful to the priority population? |
|
Quantitative Methodology |
focuses on quantifying or measuring things related to health educational programs through the use of numerical data to help predict or describe a phenomena |
|
Qualitative Methodology |
Descriptive in nature and attempts to discover meaning or interpret why phenomena are occuring |
|
Mixed Methodology |
uses both quantitative and qualitative methodology to "tell the story" and describe classifications, as well as to indicate why a phenomena is occurring within a population |
|
Data analysis plan for evaluation |
the data that has been collected can be integrated and structured in order to ensure understanding and use of the data |
|
common data collection strategies |
face to face telephone self-administered traditional mail electronic platforms |
|
Qualitative Method Phenomena to Avoid |
1. assumptions that everyone has a common knowledge base 2. abbreviations 3. leading questions that demand a specific response 4. questions that use 2 negative words 5. long lists of choices 6. recall questions over extended time frames |
|
Quantitative Method Phenomena to Avoid |
1. items that ask a yes/no question or those that have a specific answer 2. being too broad to capture useful information 3. being to specific with probing items 4. asking too many questions |
|
Content Validity |
considers the instrument's items of measurement for the relevant areas of interest |
|
Criterion Validity |
refers to one measure's correlation to another measure of a variable |
|
Construct Validity |
ensures that the concepts of an instrument relate to the concepts of a particular theory |
|
Discipline specific evaluation models |
1. Attainment 2. Decision-making 3. Goal-free 4. Naturalistic 5. System Analysis 6. Utilization-focused |
|
Attainment |
Focused on program goals and serves as standards for evaluation |
|
Decision-Making |
Based on four components designed to provide the user with context, inputs, processes & products with which to make decisions |
|
Goal-Free |
not based on goals, evaluator searched for all outcomes including intended positive & negative side effects |
|
Naturalistic |
focused on qualitative data & uses responsive information from participants in a program; must be concerned with narrative explaining "why" behavior did not change |
|
System Analysis |
based on efficiency that uses coast-benefits or cost-effectiveness analysis to quantify effects of a program |
|
Utilization- Focused |
done for and with a specific population |
|
Evaluation Framework |
developed to summarize and organize essential elements of program evaluation |
|
CDC 6 Step Framework for Program Eval |
1. Engage Stakeholders 2. Describe the program 3. Focus the evaluation design 4. Gather credible evidence 5. Justify conclusions 6. Ensure use and share lessons learned |
|
Randomized |
all clusters or participants in the experiment have and equal chance of being allocated to each group of study |
|
Quasi-randomized |
allocate participation in the a study based on some scheme |
|
Non-randomized |
do not use random allocation of participants or groups or individuals to assign arbitrarily |
|
Descriptive Study |
Describes is more exploratory profiles characteristics of group focuses on WHAT Assumes no hypothesis Requires no comparison group |
|
Analytical Study |
Explains is more exploratory analyzes why a group has characteristics focuses on WHY Assumes a hypothesis Requires a comparison group |
|
Probability Sample (Random Sample) |
is drawn when observations and measurements from the total population would be too costly, not feasible or unnecessary |
|
stratified sample |
divides a population into segments based on characteristics of importance for the research |
|
non-probability sample |
not representative and less desirable than probability samples |
|
Qualitative Research |
extremely useful to achieve a deep understanding of how people think about specific topics |
|
Qualitative Analysis |
enables the researcher to describe the phenomena of interest in great detail and in the original language of the research participants |
|
Steps to Qualitative Data Analysis |
1. Data reduction 2. Data display 3. conclusion drawing and verification |
|
Data reduction |
involves selecting, focusing, condensing, and transforming data. |
|
Data Display |
creating an organized, compressed way of arranging data. |
|
Conclusion Drawing & Verification |
the data is revisited multiple times to verify, test, or confirm the themes & patterns identified |
|
5 Elements critical for evaluation |
1. Design 2. preparation 3. Feedback 4. Follow-up 5. Dissemination |
|
Confounding Variables |
extraneous variables outside the scope of the intervention |
|
Parts of a report |
1. Introduction 2. Explanation of relevant studies and an understanding of the background of the study 3. Methodology 4. Results section 5. Conclusions, recommendations, or a summary |
|
Policy Analysis |
defined as the use of any evaluative research to improve or legitimate the practical implications of a policy-oriented program |
|
Steps to conducting a Health Impact Assessment (HIA) |
1. Screening to identify projects or policies for which an HIA would be useful 2. Scoping to identify which health effects to consider 3. assessing risks and benefits to identify which people may be affected & how they may be affected 4. Developing recommendations to suggest changes to proposals, to promote positive or mitigate adverse health effects 5. reporting to present the result to decision makers 6. evaluating to determine the effects of the HIA on the decision |