Running head: EVALUATION MODEL CRITIQUE

Evaluation Model Critique

Uchendu Okeke
Keiser University
Dr. Wynn
EDL751 Leadership: Assessment and Program Evaluation
January 24, 2016

EVALUATION MODEL CRITIQUE

Evaluation Model Critique

The following program evaluation will take place at Troy University (Alabama). Troy
University, which is located in the southern region of the United States of America, is a
comprehensive public post-secondary school. Troy University is endorsed by the Southern
Association of Colleges and Schools (SACS). The program that requires evaluation at Troy
University is the Educational Specialist graduate program in Community Counseling. The
Educational Specialist graduate program in Community Counseling (which is located at Troy
Universitys Montgomery campus) is a non-certification program, hence the program is not
acknowledged by the Alabama State Department of Education as a certification program. The
Educational Specialist graduate program (in Community Counseling) at Troy University is
accountable for providing expansive comprehensive proficiencies in counseling to students who
partake in the program. In addition, the erudition acquired by the students (via the Educational
Specialist graduate program in Community Counseling) magnifies their understanding in
relevance to counseling theories, group management, and their specified areas of training.
In reference to the program objectives of the Educational Specialist graduate program in
Community Counseling, Troy University (2016) avowed the following:
1. To expand knowledge of the functions, roles, professional identity, current trends/issues,
professional organizations, and professional identity.
2. To expand sensitivity and skill in providing counseling services to diverse cultural
populations.
3. To expand knowledge and skill in research.

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4. To expand knowledge of principles, theories, and practices of community interventions.

5. To expand knowledge related to the general principles and practices of etiology,
diagnosis, treatment, referral, and prevention of mental and emotional disorders and
dysfunctional behavior.
6. To expand the ability to apply sound clinical and ethical judgment and skills.
7. To demonstrate psychological health and the ability to use high levels of self-awareness.
Furthermore, Troy University (2016) avowed as regulating agencies (e.g., Alabama State
Department of Education, NCATE, CACREP, and CORE) modify standards and expectations,
programs may be modified during a candidates period of study. At such time, candidates may be
subject to revised program or certification requirements. The purpose of all College of Education
graduate programs is to develop innovative, informed, reflective decision makers.
Purpose for Evaluation
The purpose of the evaluation for the Educational Specialist graduate program in
Community Counseling (which is offered by Troy University) is as follows. The faculty/staff of
the College of Education at Troy University initiated the evaluation proposal in order to report to
various stakeholders the quality and accountability of the Educational Specialist graduate
program at Troy University. Hence, the evaluation was initiated to meet the constant and
fluctuating needs of various stakeholders and participants involved. The faculty/staff of the
College of Education shall utilized the generated data to better inform stakeholders on the
outcomes pertaining to program effectiveness. In so doing, the faculty/staff of the College of

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Educations capability to restructure the Educational Specialist graduate program will be

enhance.
Suitable Evaluation Approaches
The evaluation approach that the author feels would be appropriate for assessing the
Educational Specialist graduate program in Community Counseling (at Troy University) would
be an objective-oriented evaluation approach. In mention to goal-centered/objective-oriented
evaluation, Kumar (2010) affirmed This approach is based upon the philosophy that the success
or failure of an intervention should be based upon the extent of congruence between the
objectives of an intervention and its actual outcomes (p. 342). Additionally, Kumar mentioned
this approach studies outcomes to determine the achievements of objectives, and congruence
between the two is regarded as the sole determinant of success or failure.
Mathison (2004) avowed Objectives-oriented evaluation had a strong influence on
educational evaluation for many decades and, as part of that influence, several notable
objectives-based theoretical models were developed (p. 282). Additionally, Mathison mentioned
these models focus on behavioral objectives, performance objectives, and measurable objectives
which were all, more or less, synonymous terms for a specific objective that described exactly
what was expected of students after instruction. Also, in mention to an objective-oriented
evaluation approach, O'Sullivan (2004) avowed Considering different evaluation approaches
can prove useful because evaluation purposes differ greatly. The most used approach include
objective-oriented. The objective-oriented approach considers the extent to which program
objectives have been achieved. Many people equate program evaluation with the objectiveoriented approach (p. 62).

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In summary, the objectives-oriented evaluation approach will assists evaluators with

measuring if the objectives (goals) of the Educational Specialist graduate program in Community
Counseling (at Troy University) are met by the students enrolled in the program. Information that
is obtained from the evaluation (via an objective-oriented approach) are then administered to
various stakeholders. The information can assist with determining whether to continue, dismiss,
or modify methodologies amid the Educational Specialist graduate program in Community
Counseling (at Troy University).
Program Details
The Educational Specialist graduate program in Community Counseling which is located
at Troy University (Montgomery campus) is offered by the College of Education. The delivery
method for the courses amid the graduate program is of a blended method. A bulk of the classes
transpire in a traditional classroom setting whereas other classes are ingressed online. The
evaluation results (via an objective-oriented approach) gives access to the College of Education
staff at Troy University to gain a better perspective in regards to the eminence of the Educational
Specialist graduate program in Community Counseling. Statistics germane to the strong points
and flaws of the Educational Specialist graduate program in Community Counseling is necessary
in order for Troy University College of Education faculty/staff to continue with the procedure.
Assets/Flaws and Future Use of the Method
Assets/flaws in regards to the objective-oriented approach are as follows. In regards to
strength, Simonson and Schlosser (2009) stated For example, the objective-oriented evaluation
model tends to answer such questions as whether and to what extent an intended program meets
its objective(s) (p. 268). In regards to weaknesses, Kumar (2010) affirmed One of the main

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criticisms of objective-oriented evaluation is that it assess the effectiveness of a program without

explaining the reasons for it (p. 342). In reference to equating program evaluation with the
objective-oriented approach, OSullivan (2004) avowed This can be limiting to an evaluator.
Program objectives are always important but may or may not be relevant to a specific evaluation
purpose (p. 62). Furthermore, OSullivan mentioned a program might be too new to consider
whether the goals have been achieved, or the evaluation might be commissioned expressly to
measure client satisfaction, which may have nothing directly to do with achieving the programs
objectives. Future use of the objective-oriented evaluation approach is primarily for
preserving/improving the quality of the Educational Specialist graduate program in Community
Counseling (Troy University) and other programs that are offered via the College of Education.

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References
Kumar, R. (2010). Research methodology: A step-by-step guide for beginners. Thousand Oaks,
CA: Sage Publications.

Mathison, S. (2004). Encyclopedia of evaluation. Thousand Oaks, CA: Sage Publications.

OSullivan, R. (2004). Practicing evaluation: A collaborative approach. Thousand Oaks, CA:
Sage Publications.
Simonson, M., & Schlosser, C. (2009). Quarterly review of distance education. Charlotte, NC:
Information Age Publishing.
Troy University. (2016). 2015-2016 Troy University catalog. Retrieved from
http://www.troy.edu/catalogs/1516graduate/html/6G-educationb.html