Evaluation results are most useful when they are understood within several contexts:
program design, program implementation, and research methodology.
The Program Design Context: Strategic Outcomes
Useful evaluation should reveal how well programs perform in relation to key program
goals. Evaluation design, then, begins with the development of clear definitions
of program goals and of indicators that can be used to measure program impact in
terms of its defined goals.
Intel® Education Initiative global evaluations are designed using a strategic
outcomes model, which defines a set of outcomes for teachers and students based
on program goals and prior evaluation results.
The Program Implementation Context: Global Challenges
The variety among the many Intel Education program implementations worldwide presents
particular challenges for designing an effective global evaluation strategy.
The many localized programs are unique in terms of their educational and social
environments, as well as in terms of their program size and maturity. Documenting
global implementation of this program is challenging because of the diversity of
program settings.
The international evaluation teams, therefore, follow a flexible strategy that combines
global measures with localized research, when appropriate, based on the program
maturity and the needs of the program managers in each country.
- Read more about how program maturity influences evaluation design:
Evaluation Phases (PDF 59KB).
The Research Methodology Context
Evaluation is the systematic study of a program or set of events over a period of
time to assess effectiveness in terms of intended outcomes. Unlike experimental
research, in which the specific requirements of the research methodology drive the
design of a study, evaluation must be designed to accommodate the unique characteristics
of the program and the realities of the environments in which it is implemented.
Intel Education program evaluation designs involve the collection of participant
perceptions about the program and measurement of participant behaviors after the
program. These data are then analyzed, and the findings help program staff understand
the impact of the program and inform program improvement.
Intel® Teach Program. The key findings about the quality and impact of
Intel Teach are derived from data collected and analyzed by
EDC/CCT* from its two global surveys: the End of Training survey and the
Annual Impact survey.
The End of Training survey is administered to all program participants at the end
of the last day of training. Primarily designed to capture teachers' perceptions
of the quality of the training and how well it prepares them to use what they have
learned in their classroom teaching, this survey is optional for very mature programs.
The Annual Impact survey is administered to participants at least six months after
they have completed the Intel Teach training. This survey collects two types of
data: data about the extent to which program participants have incorporated what
they learned into their actual classroom practice, and data about participants'
access to technology in their schools.
Intel® Learn Program. The global evaluation of the Intel Learn Program
includes a wide variety of quantitative and qualitative measures designed and administered
by SRI International*.
The research firm tracks student participation in this voluntary program and conducts
staff surveys, interviews, observations, and a review of a large sample of student
work.
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