Assessing Evaluability

Post the theory of change and logic model for your professional development program. Briefly describe your role related to the program

outlined in your logic model. Then, describe how your logic model contributes to a “glass box evaluation” as described in this week’s

Learning Resources.

Assessing Evaluability

In the previous course, you developed a logic model to help define a program to address a particular need at your school*. In your

logic model, you incorporated a theory of change by identifying the inputs, activities, and outcomes along the way that would result in

your intended goal, in terms of student learning.

In this Discussion, you will present your logic model and its theory of change to your Walden colleagues and use an Evaluability

Assessment Rubric and other criteria to assess the evaluability of one another’s programs. This collaborative activity will help you

critically analyze other logic models and theories of change through the lens of the Evaluability Assessment Rubric and help you to

refine your own logic model and theory of change. This work is challenging and may take some practice. Be sure to use your Learning

Resources to guide you and review examples that can give you a vision of how to develop your own finished products.
Following the guidelines and examples in this week’s Learning Resources, take a moment to sketch out the theory of change that is the

foundation of your logic model. For examples of theories of change, review Figures 4B, 4C, and 4D in Chapter 4, “Assess Evaluability,”

of your course text by Killion. As you map out your program’s theory of change, make any revisions to your logic model that may be

necessary based on your learning this week. Refer to Table 4.3 for an example of a logic model and review the information provided in

the chapter describing the components of a logic model. For another example in a slightly different format, refer to the discussion of

a hypothetical school district’s theory of change and logic model in Chapter 3, “The Evaluation Frame: Understanding the Journey” in

theEvaluating Standards-Based Professional Development for Teachers: A Handbook for Practitioners optional reading resource this week.
Then, bring to mind Joellen Killion’s description of “black box” versus “glass box” evaluation in this week’s course text reading from

Chapter 3, “Evaluating Staff Development”. Consider how the logic model you have developed contributes to a “ glass box evaluation.”