Show Summary Details
Page of

(p. 74) Developing an Evaluation Plan 

(p. 74) Developing an Evaluation Plan
(p. 74) Developing an Evaluation Plan

Julie Q. Morrison

and Anna L. Harms

Page of

PRINTED FROM OXFORD CLINICAL PSYCHOLOGY ONLINE ( © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Clinical Psychology Online for personal use (for details see Privacy Policy and Legal Notice).

date: 13 April 2021

The objective of Chapter 4 is to provide practical guidelines for developing evaluation plans. Practical tips for writing measurable goals and objectives are provided first following by guidance for developing a logic model based on the program’s theory of change. Guidance is provided for writing evaluation questions and linking the questions to evaluation methods. Useful templates for designing and communicating evaluation plans and roles, responsibilities, and milestones are presented in this chapter. This chapter on developing an evaluation plan incorporates content and concepts from the previous chapters on program evaluation approaches (Chapter 1), evaluating program implementation (Chapter 2), and evaluating teacher professional learning opportunities (Chapter 3).

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.