Scenario Five

At the end of their last meeting, Judy Hallowell distributed information on choosing an evaluation model, with specifics on why, how, and when each model might be employed. Judy asked the committee to read and consider the information before today's meeting so that they would be able to get right into the task. Now that the Grandview special committee had supplied enough information and worked with Judy so that she could write the evaluator's program description, they were ready to move on with their work. With Judy's help they would choose an evaluation model that would aid them in conceptualizing the evaluation task. Judy commented on some of the more commonly chosen modelsthe discrepancy, transaction, goal-free, decision-making, and goal-based modelsand answered the group's questions about what they had read. Then the committee set out to decide which one fit their circumstances. In order to involve everyone in the decision, Judy suggested that the committee of eighteen people break into smaller working groups. That way everyone would have a chance to contribute to the discussion. Each group would consider such things as whether any of the models was clearly unsuitable based on what was already known about the gardening program. Also, she asked which models might work and why, according to the definitions and clarifications in her handout. Judy proposed that each group choose a spokesperson, and when they returned to the full group they would pool their thinking and decide on a model. Now the committee formed smaller groups and began their work.

Based on Scenario 5A in the textbook, If Teresa read chapter 5, which evaluation model might she choose to use? Explain why?