FORUM:

● What type of evaluation corresponds to what is presented in the case:

Results or Impact?, how would you justify your answer?

In this case, the objective is to evaluate the effectiveness of the program.

distance education at a university in Mexico based on the
elements that make up the original model to determine its situation
"actual" (Velazco Borquez et al., 2009); and the results are based on this
objective versus the results achieved given in percentage regarding
the pedagogical, technological, operational models and the structure
organizational. We can see then that it is an evaluation of
results that by definition is a variant of what in the literature is
designed as a summative evaluation, which occurs at the end of a cycle of a
program and provide a description of its effectiveness
(Islas, n.d.) and because it also investigates whether the program caused effects.
demonstrable in defined specific aspects.

BIBLIOGRAPHIC REFERENCES:

Islas, J. (n.d.). Evaluation of Results and Impact. UTEL University.

[Link]

Velazco Borquez, F. N., Bojorquez Díaz, C. I., & Armenta Zazuelta, L.

(2009). Evaluation of the Effectiveness of an Education Program
Distance. X National Congress of Educational Research, 14 pages.
[Link]
ematica_07/ponencias/[Link]

● How do the characteristics and context of the evaluation of

the program in question induced the selection of the aspects that were
object of such evaluation?

Since the university being evaluated did not have a scheme

defined that would allow him to evaluate the compliance with the goals and
objectives of the distance education model and therefore the program
it was being carried out without a diagnostic assessment and they were
conducting training without an assessment of results; therefore it
it was limiting the progress of the distance education program because
the necessary corrections could not be made to comply with
the objectives. And it was necessary to know first if the pedagogical model,
technology, the administrative structure and the operational model were
giving the expected results (Velazco Borquez et al., 2009).

BIBLIOGRAPHIC REFERENCE:

Velazco Borquez, F. N., Bojorquez Díaz, C. I., & Armenta Zazuelta, L.

(2009). Evaluation of the Effectiveness of an Education Program
Distance. X National Congress of Educational Research, 14 pages.
[Link]
ematica_07/ponencias/[Link]
● What recommendations would you make to improve the evaluation presented in the
case?

Taking into account that the evaluation carried out in the case (Velazco
Borquez et al., 2009) was conducted 4 years after the program was initiated and
How are they describing it in the case, there wasn't enough time.
Sufficient, I consider that the evaluation was quite complete. Without
embargo, we know that ideally there would be a diagnostic evaluation at the beginning
the application of the project and a formative or process evaluation for
monitor the program and start implementing the changes
necessary.

In the evaluation that was made, I would recommend including other techniques of
collection of information such as focus groups and interviews to have
a more global vision, also including students and making a greater
analysis of the context that was the least taken into account in the
evaluation.

BIBLIOGRAPHIC REFERENCE:

Velazco Borquez, F. N., Bojorquez Díaz, C. I., & Armenta Zazuelta, L.

(2009). Evaluación de la Efectividad de un programa de Educación a
Distance. X National Congress of Educational Research, 14 pages.
[Link]
ematica_07/conferences/[Link]
Impact evaluation can be defined as a set of
research activities aimed at establishing whether the behavior
observed in the variables of interest (impact variables) can be
attributed to the program. The goal is then to establish evidence of a
causal relationship between the observed results and the activities of the
program” (Islands, n.d.) That is, impact evaluation helps us to
measure what difference exists between a context without the application of the
program versus a context in which the program has been applied or what
would have happened if that program had not been applied.

The results obtained can be useful for making modifications in

the program that favors the achievement of the objectives, to take
 decisions regarding the program and the context, to make an account
of accounts and analyze the effectiveness of the program. Through the
impact assessment, it can also compare the effectiveness of two or
more programs and choose the most appropriate one, better choose the investment of
resources and make an appropriate accountability at the administrative level
(Development Bank of Latin America, 2019).

In the case (Velazco Borquez et al., 2009), for example, "the evaluation of
the current situation of the Distance Education program of the institution,
it allowed to know the achievements obtained and verify the degree of
compliance with its elements, as well as the use of the
technological resources and the effectiveness of the administrative process used." And
Based on these results, it was evident that it is necessary to establish how
better channel the strategies and resources, improve the percentages in
the indicators related to the role of the student and the teacher, as well as
the management of learning content and the educational process,
analyze the income profile of the students and make a better
selection; plan in detail the access to learning resources and
to empower students and teachers to make better use of the
technology and the system; and evidenced the need to initiate the transition
towards an independent structure that allows for better management of
administrative process of the program.

BIBLIOGRAPHIC REFERENCES:

Development Bank of Latin America. (2019, March 21).

reasons to conduct an impact assessment. CAF. Retrieved
June 4, 2022, from
[Link]
public-5-reasons-to-conduct-an-impact-assessment/#:
The impact evaluation
allows the impact of initiatives.

Islas, J. (n.d.). Evaluación de Resultados e [Link] UTEL.

[Link]

Velazco Borquez, F. N., Bojorquez Díaz, C. I., & Armenta Zazuelta, L.

(2009). Evaluation of the Effectiveness of an Education Program
Distance. X National Congress of Educational Research, 14 pages.
[Link]
ematica_07/ponencias/[Link]
In my city, Bello-Antioquia, there is a program called: 'Care Program for'
vulnerable population: Population with special educational needs and talents
exceptional, minors at high social risk and minors affected by violence
(displaced and disconnected) (Educational Corporation Tecnometrópolis, n.d.).
This program, as its name indicates, seeks to provide support to the
educational population with vulnerable situations. However, in their
the application seems to primarily focus on providing support to the
students with special educational needs so that they are given
some curricular adjustments that facilitate their progress in their education
academic; each public institution provides a "teacher of
support" that provides assistance to these students, ensure that it
make the curricular adjustments and the reasonable accommodations plan according to the
need of each student with a cognitive diagnosis; however, to me
consideration this program must be evaluated, as there are many
deficiencies; for example, although the program aims to cover the population
vulnerable, only students who already have a diagnosis are attended to
cognitive difficulty clinical, therefore those are left out.
students who do not have access to the health system, among them a high
percentage of the Venezuelan population that still does not have permits
necessary; and low-income population that cannot afford a
private specialist and whose EPS takes a long time to give them appointments and delays the
diagnostic process.

Another problem is that the support teacher's assistance is not

sufficient, a psychopedagogical support is required for the
student and for the family, classmates, and their teachers; for
help them better understand disorders or disabilities and their
appropriate management. I also believe that the inclusion of these students in
regular classroom is really not beneficial for their development
cognitive abilities, as in a classroom of 50 students it is really
complex to level a student with cognitive difficulties or provide them with the
necessary attention.

Therefore, I believe that this program should really be given a

good evaluation of results that investigates whether the program caused
demonstrable effects on specific aspects defined between the objectives.
What effect did participation in the program have on the students?(Islands,
 n.d.), if it is really encompassing the entire expected population; and if
there is truly an improvement in the population that is
intervening.

BIBLIOGRAPHICAL REFERENCES

Educational Corporation Tecnometrópolis. (n.d.). Educational Needs

Specials. Technometropolis. Retrieved June 4, 2022, from
[Link]

Islas, J. (n.d.). Evaluation of Results and Impact. UTEL University.

[Link]

According to (W.K. Kellogg Foundation, 1998) 'Evaluations are necessary

not only to demonstrate that a project works, but also to
improve the way it works. An evaluation strategy must
to make a rigorous effort to determine the value of a program as well as
guide the implementation and administration of it"; we can understand
then the evaluation of a program is essential for the good
functioning of it and to truly achieve the objectives
proposed in this.

These types of evaluations are carried out as proposed (Martínez, 2013)

for the assessment of the program itself in response to needs
which aims to attend to, carry out the monitoring of the processes, with
measurements of attitudes and performance, conduct studies on
effects of the programs on the results, in the short, medium, and long term
deadline. That is to say, these evaluations are necessary to know that the
program has the necessary characteristics to provide a solution to a
the problem and continuity in this evaluation allows for monitoring
 the results of the program and demonstrate that the
objectives, also allows making corrections in the program so that
these objectives are achieved. In the implementation of any program
and much more in those of an educational nature, it is indispensable the
evaluation, from the diagnostic to know the starting point of
programa, hasta la de impacto para saber cómo ha influido el programa
in the context and the effects it has had on the intervened community;
going through process evaluation or formative assessment to start having
progress feedback and being able to make modifications
relevant, and a summative assessment that provides exact figures of the
obtained results and achieved goals.

BIBLIOGRAPHIC REFERENCE:

W.K. Kellogg Foundation. (1998). Evaluation Manual. Electronic Journal

Medicine, Health, and Society.
[Link]
masters_utel_012016/admin_educ/education/pdf/EDP/
How_to_evaluate_the_impact.pdf [Link]
revistas/[Link]/mss/article/view/111 http://
[Link]/r

Martínez, C. (2013). Procedures for the Execution of

Evaluations of Educational and Social Programs. Journal
Electronics Medicine, Health, and Society, 3 (ISSN 2007-2007), 1–34.
[Link]
1/masters_utel_012016/admin_education/education/pdf/EDP/
How_to_evaluate_impact.pdf%0A[Link]
revistas/[Link]/mss/article/view/111%5Cnhttp://
[Link]/rev