- Multi-dimensionality of program outcomes
Are all program goals included in the evaluation
measures?
- Time and attention span of children and
youth
Are the instruments short enough to keep young
people's attention?
Do shortened versions of instruments retain
their reliability and validity?
- Developmental changes in children and
youth
Does the evaluation design consider normal
developmental changes for children and youth?
Are the results likely to be caused by the
program rather than normal maturation?
- Need to measure outcomes in a comparason
group
Have outcomes been measured in non-program
children and youth?
Is the comparison group comparable in age,
gender, race, culture, and other relevant factors?
- Age-appropriateness of measurement instruments
Have the different age strata of program children
and youth been considered?
Are the instruments worded and administered
appropriately for each age level?
Do pre-post comparisons use the same instruments?
- Diversity-sensitive measurement instruments
Are all relevant age groups, gender, racial,
ethnic, or socio-economic groups, language and disabilities considered?
Were instruments pretested or reviewed by
young people and adults from the diverse groups included in the study?
Have the instruments been tested on all relevant
populations?
Are the test administrators appropriate for
each group?
- Program versus individual evaluation
Have the administrators avoided using evaluation
results for screening children and youth into or out of a program?
- Ethical issues in testing children
Has the confidentiality of the children and
youth been protected?
Have researchers arranged to conform to state/professional
regulations concerning reporting of children and youth at risk?
Have other ethical dilemmas been resolved?
