Section Two

Putting the Pieces Together

Bear in mind that evaluation is a problem solving process best undertaken with the adage, "Two heads are better than one." The initial stage of the evaluation process involves sorting through what is working and what is not - always a confusing and frustrating task when you are on your own. So keep meeting and don't give up!! The OTAB Evaluation Guide (OTAB, 1995) refers to this phase as, "defining the evidence for your program and gathering information. Actually, this is the time when you need to be able to share individual concerns in an atmosphere of positive support for ideas, where all can feel their efforts and suggestions are valued, as they try new approaches or make some tentative changes.

Although programs develop a variety of strategies to document how well learner outcomes are met, these strategies may be carried out in a hit or miss fashion, with assessment techniques which do not adequately reflect a focus on family, but rather focus on the individual adult or child learner. Therefore, after initial planning discussions, you will be able to clarify that certain instructional activities and related learning outcomes give a program its distinctive family literacy look and should be identified as program objectives which reflect essential features of a family literacy program.

At this point you will be better able to describe family literacy activities and identify related family literacy outcomes. For our participants, family literacy objectives identified as priorities to be reviewed for continued effectiveness included the following: