Richard Jones

EdTech 505

Week 6 Assignment

Part C: Summary of Chapter 4

In Chapter 4, Boulmetis and Dutwin examine the Evaluators Program Description
(EPD). This is a guide that provides evaluators with information that can be used to develop
questions for their evaluations; moreover, it provides a pathway for selecting the model that will
be used to facilitate such evaluations. The chapter begins by describe a few of the assumptions
the authors consider when explaining this EPD. First, they state their assumption that evaluators
will have identified the program needs and plans to address them before creating the EPD. In
addition, the evaluator should already have identified clear standards. With those two
assumptions addressed, the authors delve into the Evaluators Program Description.
The next portion of Chapter 4 examines how EPDs tell evaluators what they want to
know about the program. First, the EPD illustrates the goals and objectives of the program. It
also exposes the evaluator to the activities the program has planned for accomplishing its goals
and objectives. Finally, it establishes the measurements that will be used in judging the extent to
which the goals and objectives have been met. These are all critical parts of any evaluation. The
authors note that EPDs vary in focus depending upon who the evaluation is being done with.
Thus, the evaluator needs to identify the individual who will receive the report. This might
require the evaluator to prepare a separate EPD for each recipient. From there, the authors shift
the focus of the chapter to the process of creating the EPD.
The second major section of this chapter examines the creation of the EPD. Boulmetis
and Dutwin suggest beginning by meeting with all of the stakeholders who might have a role in
the program. The evaluator shares his or her understanding of the program and will likely receive
feedback about any holes in their knowledge. Once the evaluator has outlined the EPD, he or she
can identify the activities that will be used to monitor and evaluate the program. The authors end
this section by suggesting the evaluator can use the EPD and the purpose of the evaluation in
order to select the evaluation model.
The remaining portion of Chapter 4 is dedicated to summing up all of the earlier points in
the chapter, explaining how it will assist in moving forward with the evaluation. Boulmetis and
Dutwin begin by suggesting the EPD is a great starting point for an evaluation. They again touch
on the idea of talking to various stakeholders, including management, teachers, students, and
other personnel. They note that these conversations can help to build rapport between the
evaluator and these stakeholders. This is of critical importance if an evaluator hopes to get honest
answers from the people involved. That said, the chapter closes by stating the EPD will guide the
evaluators actions as he or she moves forward with the process.
Part D: My Evaluation
In examining the current state of my Evaluation Report, I would say that the past few chapters of
the B&D text and forum discussions have provided me with clarity in selecting the program that
I hope to evaluate; moreover, it has given me a better understanding as to the purpose and early

Richard Jones
EdTech 505

stages of completing an evaluation. In terms of clarity, the text has reassured my decision to
select the Cyber High program, and the Studies courses in which it is implemented, as the
basis for my evaluation project. Before reading the text and participating in the weekly forums, I
was not sure it would be possible to evaluate the project mostly because I did not understand
what would be needed to complete the evaluation. These initial concerns caused me to come up
with several options for the evaluation project; however, after reading the text and participating
in the discussions, I am confident the topic I have selected will lend plenty of information for
successfully completing the evaluation project.
The text and discussions have also helped me to better understand some of the initial components
of the evaluation. First, I have a much better understanding as to why the program and classes
need to be evaluated. They are very expensive and have a dramatic impact on our schools
master schedule. This became very clear in examining the purpose of evaluation in week 3. The
contents of week 5 helped me to identify many of the individuals who I will need to involve in
this evaluation including our site principal, guidance learning coordinator, teachers, students, and
IT specialist. I also used that week to locate more information about Cyber High as it was
developed by another school district.
Week 6 has given me a better understanding of the Evaluators Program Description and how it
can assist with the facilitation of evaluation. The most beneficial takeaway from the chapter was
the importance that it placed on identifying the goals and objectives of the organization. I have
already started to locate, and in some cases help develop, the goals of this program. In addition,
this week has demonstrated the importance of identifying the activities that will be used to
accomplish the goals and the measurement tools that will be used to judge their attainment. In
essence, these all combine together to form the EPD which will move me forward in the
evaluation process and the completion of my course project.