The evaluation plan describes measurable outcomes that are expected from the program.
As it indicates in the Proposal Guidelines, an evaluation plan should assess outcomes that are "most directly linked to the purpose of the program." For example, if the purpose of the program to increase student graduation rates, obviously, the outcome that is most directly linked to this goal is the percentage of program participants who graduate compared to the graduation rates of students in the same population who did not participate. However, if the population is first-year students, graduation rates cannot be adequately assessed until at least five or six years after a program begins. By this time EOPC funding will have lapsed. In this case, the evaluation plan would have to propose assessing other outcomes for a more immediate evaluation of the program until graduation rates become available. Program directors might choose from a variety of outcomes to assess including retention rates, grades, results of program evaluations by student participants, and percentage of students who successfully complete the program. In most cases retention patterns and grades would be better outcomes to assess than student satisfaction and program completion rates. While the last two components are important indicators of success, grades and, especially, retention provide a more direct approach to evaluating a program goal of increasing graduation rates. Proposals whose evaluation plans align closely with program goals will be more competitive than those that propose to evaluate more tangential outcomes. Also, it is not necessary to have numerous points on your evaluation plan. A few outcomes that are clearly related to the goals of the programs are sufficient for most programs. The evaluation plan of renewal proposals should, as appropriate, describe approaches that will be used to provide longitudinal data of programs from previous years (e.g., student GPAs and/or retention-graduation rates).
If possible, programs must be evaluated quantitatively (e.g., student GPAs or other direct, quantitative data). Qualitative evaluation (e.g., results of pre-program and post-program questionnaires) must occur if quantitative evaluation is impossible or inappropriate and, when possible, both methods should be employed. Qualitative evaluation must employ at least one assessment instrument (See Assessment Instrument ), which should be inserted in the proposal after the narrative in the attachments section.
Additionally, student recruitment and retention-graduation programs need to provide further data that summarize their retention and graduation outcomes. These programs also must provide the PSU ID of students who participated in their programs.
If your program is a student recruitment or retention-graduation program, provided is more information about this evaluation.