EVALUATING EDUCATIONAL PROGRAMS: FRAMING AND PINPOINTING THE
GUIDING QUESTIONS
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Guiding Questions
 Definition: Guiding questions are similar to research questions in a study. These questions guide the
process of an evaluation, and allow evaluators to articulate the alignment between the goals/objectives
of the evaluation and the methodology/design of the evaluation.
 Framing the Guiding Questions: Development of the guiding questions should be done in close
collaboration with the program’s primary stakeholder(s), with the ultimate goal of the evaluation in
mind. This helps ensure a common understanding of the specific intended outcomes of the evaluation
between the evaluator and the stakeholder.
Example Guiding Questions:
Guiding Questions for the Common Book Project Evaluation.
1. How are FYE course faculty members using the common book in their courses?
a. Is the common book integrated into the FYE courses?
b. Do faculty enjoy using the Common Book?
2. How are first year students in FYE courses interacting with the Common Book?
a. How is the Common Book used in their courses?
b. Are the students participating in co-curricular activities related to the book?
c. Do the students enjoying using the Common Book?
In this example, the primary stakeholder was more interested in how the program was actually being
implemented at the time, and whether this implementation was successful. Therefore, the guiding questions
focus on investigating implementation instead whether the program objectives are being met.
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Logic Models
 Definition: Logic models are graphic representations of the resources, activities, and objectives of a
program.
 Purpose: Logic models serve as a framework for understanding the scope of a program or project. They
also help describe the relationships between investments, activities, and results. They provide a
“roadmap” of how investments and events directly connect to the program’s intended goals.
 Logic models are composed of inputs, activities, outputs, and outcomes.
o Inputs: The components of the logic model that include staff, equipment, materials, and
monetary resources that must go into the program. Inputs represent the required investment.
o Activities: These include the sessions, workshops, training, and curriculum of a program.
Copyright © 2012, Tim Burrows, Chloe Ruff & Lauren Bryant, Virginia Tech
o Outputs: This component addresses participation with regards to the program, and includes
number of participants or clients served in a given amount of time, number of class meetings or
direct hours of service, or other program products.
o Outcomes: These can include short, intermediate, and long-term goals of the program, and
address the anticipated change or development of participants.
o Assumptions: Assumptions are the beliefs that program stakeholders have regarding the
program itself, the participants, and how the program will work. These are factors that are
assumed will happen and are necessary in order for the program to work.
o External Factors: These are factors that are similar to assumptions, but originate from outside
of the program. They are related to the environment within which the program exists. An
example of an external factor would be assuming that the weather will be good for an important
program event to be held outside.
Example logic models:
A Basic Logic Model Template.
Logic Model for the Common Book Project Evaluation.
Copyright © 2012, Tim Burrows, Chloe Ruff & Lauren Bryant, Virginia Tech
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Activity
 The purpose of this activity is to complete ONE component of a logic model using the provided program
example: ARC’s Community Capacity Building Program (located at the end of this handout).
 Look at the goals of the program as well as the stated desired outcomes of the evaluation. Discuss
within your group what your specific logic model component would look like.
 Consider:
o For inputs: what staff, money, and resources would be required?
o For activities: what training or teaching will be necessary? How will services be delivered.
o For outputs: what participation level is expected? Who will these services reach, and how many
will be served?
o For outcomes: What short, intermediate, and long-term change or development is expected in
the program participants?
 Within your group, complete your logic model component. Be prepared to discuss your component.
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References and Resources
Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical
guidelines. Upper Saddle River, New Jersey: Pearson.
Frechtling, J.A. (2007). Logic modeling methods in program evaluation. San Francisco: Jossey-Bass.
Morris, M. (2007). Evaluation ethics for best practice. New York, New York: Guilford.
W.K. Kellog Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic
model development guide. Retrieved from http://www.wkkf.org.
Copyright © 2012, Tim Burrows, Chloe Ruff & Lauren Bryant, Virginia Tech