identify a program evaluation you would like to conduct for a program with which you are familiar. Consider the details of th

Responsiveness to Directions–

Levels of Achievement:

Excellent 17.28 (27.00%) - 19.2 (30.00%)

Paper fully addresses all instruction prompts.

Good 15.36 (24.00%) - 17.2608 (26.97%)

Paper addresses most of the instruction prompts; however, one or more prompts may have been insufficiently addressed.

Fair 13.44 (21.00%) - 15.3408 (23.97%)

Paper addresses some of the instructions prompts, but may have missed several prompts or did not sufficiently address the majority of prompts.

Poor 0 (0.00%) - 13.4208 (20.97%)

Paper does not address the majority of instruction prompts and/or insufficiently addresses all instruction prompts.

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Content–

Levels of Achievement:

Excellent 23.04 (36.00%) - 25.6 (40.00%)

Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Paper demonstrates exemplary critical thought.

Good 20.48 (32.00%) - 23.0144 (35.96%)

Paper demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. Paper demonstrates good critical thought.

Fair 17.92 (28.00%) - 20.4544 (31.96%)

Paper demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Paper demonstrates some critical thought.

Poor 0 (0.00%) - 17.8944 (27.96%)

Paper demonstrates poor understanding of the concepts and key points of the text(s) and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Paper demonstrates poor critical thought.

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Levels of Achievement:

Excellent 17.28 (27.00%) - 19.2 (30.00%)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.

Good 15.36 (24.00%) - 17.2608 (26.97%)

Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

Fair 13.44 (21.00%) - 15.3408 (23.97%)

Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

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Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

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Name:SOCW_6311_Week6_Assignment_Rubric

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1

Program Evaluation

Student’s Name

University

Course

Professor

Date

Program Evaluation

Post a brief summary of the program that you selected.

I live in Tacoma Washington I work for CHI Hospice and intern at Sound options elderly care. The program involves the addition of 76 surgical/medical acute cares beds to St. Joseph Medical Center in Tacoma, Washington. The program will be completed in four phases with 8,21, 28, and 19 beds added each of the respective phase.

Recommend a program evaluation model that would answer a question relevant to the program.

Performance monitoring.

Explain the potential benefits of the program evaluation that you proposed (both process and outcome).

There are several benefits of performance monitoring. It ensures accountability for program activities. It demonstrates that resources for the program, initiative, or strategy, are managed well and used for the intended purpose (TK Logan, 2009). It monitors and offers reports on progress towards achieving pre-established goals. It offers early warnings to management and funder of problems.

Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.

Have the activities for the program been conducted in the planned manner?

Have the services and products been provided and generated by the efforts as planned?

Has the effort accomplished the objectives of the program?

As the program unfolds there should be ways to evaluate the progress to make sure we are on track

Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.

The stakeholders might be concerned about whether the program has been carried out in a planned manner. The concern will be addressed by emphasizing the perspectives, relationships, and boundaries within and across the subsystems and systems, and the program.

The stakeholders might be concerned if the program has provided the products and services as planned (W.K. Kellogg Foundation, 2017). The concern will be addressed by emphasizing learning and use of learning to refine innovation and be responsive to the environment.

The stakeholders might be concerned if the program has accomplished its objective. The concern will be addressed by involving the program staff in facilitated discussions and dialogue in articulating determining the evidence and measures required to monitor’s the program’s success and progress.

References TK Logan, D. R. (2009). Program Evaluation Studies. In D. R. TK Logan, Program Evaluation (pp. 221-234). Brooks/Cole. W.K. Kellogg Foundation. (2017). The Step-by-Step Guide to EVALUATION: How to Become Savvy Evaluation Consumers. W.K. Kellogg Foundation.

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Title of the Paper in Full

Student Name

Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University

COURSE XX: Title of Course

Instructor Name

Month XX, 202X

Abstract

This is the abstract, which is typed in block format with no indentation. Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment. The abstract briefly summarizes your paper in 250 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.9 of APA 7 and the Writing Center’s Abstracts webpage for tips and more information on writing abstracts.

Title of the Paper in Full

When you download a Walden template, the first action is to save it locally to your computer using the Save As command. You will want to make sure that you are moving the document to a new location on your computer when you Save As. Documents should not be maintained in the Download folder. When you are ready to use the template for a paper, you will open the template, and immediately Save As giving the document a new name. Once you have renamed the document, you can safely use the Save command for saving the document as you write.

This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (tip: check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0”). Instead, just use a standard double space, indent a full ½ inch (preferably using the tab button), and start typing. To indent your paragraphs, do not use the space bar. Instead, use the Tab key on your keyboard or use the Paragraph settings so that the first line of a paragraph is automatically indented . While APA allows writers to choose a font that is “accessible to readers” (American Psychological Society, 2020, p. 44), and offers a few recommended types and sizes (see Section 2.19), this template uses Times New Roman size 12. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.

After considering these formatting issues, you will need to construct a thesis statement , which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the evidence you will present in the body of your essay (each paragraph and thus evidence within those paragraphs you include should support and apply to this thesis statement).

Once you have established your thesis, begin constructing the introduction . An easy template for writing an introduction follows:

1. Start with what has been said or done regarding the topic.

2. Explain the problem with what has been said or done.

3. Offer a solution in a concise thesis statement that can be supported by the evidence.

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers follow your ideas and evidence. The first sentence in each paragraph should start with a topic sentence , which summarizes the main point in the current paragraph. Make sure each paragraph contains only one topic, which helps establish a clear scope for your paragraph . When you see yourself drifting to another idea, make sure you break into a new paragraph. You can use the MEAL plan as a way to conceptualize and organize your paragraphs. In short, think about our paragraphs in this way: new idea, new paragraph.

Another Level 1 Heading

Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas.

Level 2 Heading

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so see Section 2.27 of APA 7 and the Writing Center’s Heading Levels webpage for details on heading formatting (APA 7 also has a chart detailing heading formatting in the inside front cover). For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with title case) and Level 2 (left aligned, bold, title case). This template provides examples of APA’s four heading levels, but remember to use headings judiciously to indicate your paper’s organization. Too many headings (e.g., headings for each paragraph) can be distracting, while too little headings can make your paper’s organization unclear.

Level 3 Heading

Level 3 and 4 headings introduce some new formatting. Level 3 headings are in italics, and Level 4 headings are indented. All headings are in title case. The number of heading levels needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is left-aligned, bold, italicized, and title case), in order to clearly organize and identify the nesting development of ideas.

Level 4 Heading. One crucial area in APA is learning how to cite. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work. Look at Chapter 8 of APA 7 and the Writing Center’s Plagiarism Prevention Resource Kit for guidelines on citing source information in your writing.

Level 1 Heading

APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help. Email [email protected] or visit our Live Chat Hours for questions, and peruse the APA Style section of our website for in-depth information. The Writing Center’s Crash Course in APA Style video can help you identify the APA rules you may need to learn more about.

Level 1 Heading

The conclusion section should recap the major points of your paper. A conclusion can be one paragraph, but it can also be a few paragraphs, depending on the length of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your conclusion, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the reader of your paper took and used the suggestions in your paper?

References

(Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the body of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.

For additional information, examples, and help with reference entries, see Chapter 9 of APA 7 and the Writing Center’s References section of the website , particularly the Common Reference List Examples page .)

American Counseling Association. (n.d.). About us. https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33.

Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management. California Management Review, 58(3), 66-87. https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019). Rethinking global health: Frameworks of Power. Routledge.

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24(2), 225–229. https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003). Art: A new history. HarperCollins. https://doi.org/10.1037.0000136-000 ​

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015. Journal of Pain and Symptom Management, 56(3), 309–317. https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15). 5 do’s and don’ts for staying motivated. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.

Walden University Library. (n.d.). Anatomy of a research article [Video]. https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.). Writing literature reviews in your graduate coursework [Webinar]. https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March). Questions and answers on immunization and vaccine safety. https://www.who.int/features/qa/84/en/

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