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Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following:

Provide a brief description of the role that you are taking.
Provide an evaluation of the group research design that they have chosen, and criteria that your colleagues have generated (choice of outcome and method of evaluation) from the perspective of the stakeholder whom you have chosen.
Provide support based on your evaluation
Ask questions about the plan for research design and the questions that the evaluation plan will address from your chosen perspective.

Lorie MacIsaac
RE: Discussion – Week 10

Group designs evaluate the effects of an intervention on groups that fall into two categories: cross-sectional
or longitudinal design (Dudley, 2020). For the case study provided (Plummer et al., 2014), the PhD social
work student and selected stakeholders of the organization that will participate in the program evaluation
will have many group design options to choose from for the foster care program evaluation. According to the
case study (Plummer et al., 2014), there are 7 foster care sites that will participate in the research. Three of
the sites will start the new foster care parent training and the other 4 will start in 12 months. (Plummer et al.,
2014). A pretest–posttest design with a comparison group is a longitudinal design in which outcome
measures include participants receiving a pre-test and post-test (Dudley, 2020). The three sites will receive
the new program intervention, while the 4 sites remaining will be the comparison group and receive the
current program intervention. Dudley (2020) informed readers that “a comparison group should be as
similar as possible to the intervention group, particularly with variables or characteristics important to a
study” (p. 233).

Methods of collection using the pretest-posttest design will come from questionnaires using a Likert scale
administered to the foster care parents at the beginning of the intervention and after three months of
completion. McNamara (2006) suggested questionnaires help when you need to gather lots of information
rapidly and/or easily from individuals using an approach that is non-intimidating. Since the goal of the new
program intervention is to reduce foster placement disturbances, improve the quality of the services
provided, and improve the well-being of children in foster care through skill development (Plummer et al.,
2014). Outcomes to measure will be selected by the evaluation team and will be chosen based on these
goals. Questions will be framed to show how the new skills developed through the intervention led to
positive outcomes for the families.

Once a consent has been signed by participating foster care parents, an anonymous electronic questionnaire
will be provided to participants by the PhD social work student. The Likert scale will consist of answers that
range from strongly disagree to strongly agree. A summative evaluation will be conducted, and quantitative
data will be coded and entered into a Statistical Package for the Social Sciences computer program by the
social work PhD student for analysis by the evaluation team. Summative evaluations emphasize the
outcomes of programs to determine if the intervention has met its goals (Dudley, 2020).


Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.) Oxford University Press.
McNamara, C. (2006). Contents of an evaluation plan. In Basic guide to program evaluation (including
outcomes evaluation). Retrieved from
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing.