[SOLVED] Health Education Evaluation and Measurement

HSC 405 Health Education Evaluation and Measurement
Signature Assignment/Final Exam

Guided Critique of Evaluation Article
General Description

Health Education Evaluation and Measurement Using the article provided by the instructor, students will provide a guided critique of the sampling plan and evaluation design.
Student Learning Objectives
Explain the relationship among internal and external validity and evaluation design.
Identify common designs used in the evaluation of health education and health promotion interventions.
Describe how sampling should match the purpose of both the health program and evaluation plan.
Explain how a representative sample can increase the value of the results of program evaluation by increasing generalizability.

Content that must be included: (Please use the headings below in your paper)

Please read the article: Dingman, D., Wu, J., & Murphy, H. M. (2020). School-based, blacklight handwashing program can improve handwashing quality and knowledge among pre-school aged children. Evaluation and Program Planning, 78, 101731. https://doi.org/10.1016/j.evalprogplan.2019.101731
Identify the evaluation questions/objectives. What is the purpose of the study? What is the program trying to accomplish?
Identify the sampling method used as Probability-Based (simple random, systematic random, stratified random, cluster) or Non-Probability Based (Judgmental/Convenience, Quota, Snowball/Peer Referral). Include any additional information (if any) the authors included to describe characteristics of sample.
Discuss the sampling method’s strengths and limitations to providing a representative sample. Discussion should include:
Suggestions of additional information that would be helpful to assess the representativeness of the sample and
Suggestion of an alternative sampling method that could have been used for the study.
Compare and contrast the two sampling methods. What are the advantages and disadvantages of using one method over the other?
Identify and discuss the design and its components as they relate to strengthening the relationship of the program with its associated outcomes (Cause-Effect relationship)
Discuss 8 threats to internal validity (history, maturation, testing, instrumentation, regression to the mean, selection, attrition interaction) as applied to the article. Note: The authors may not specifically discuss all threats, but they still apply. Include an example of the threat (as applied to the article) and ways to mitigate the effects of the threat.
Discuss 4 threats to external validity (Diffusion, Compensation, Compensatory Rivalry, Demoralization) as applied to the article. Note: The authors may not specifically discuss all threats, but they still apply. Include an example of the threat (as applied to the article) and ways to mitigate the effects of the threat.
Provide a conclusion/your final assessment of the methods used supported by a brief summary of your discussion points
Length of the paper: Approximately 7 pages double spaced, 1-inch margin, pagination.
Include Title page, Table of contents, Reference page (not part of the 7pages).
Adhere to APA format
All work must be completed individually, YOU ARE NOT ALLOWED to consult with classmates on this assignment. This is considered cheating and will be penalized according to University Policy. You are allowed to contact the instructor for questions/clarification only.
Responses will be assessed by a plagiarism prevention service, such as Turnitin.
Potential Resources
Sharma, M., Petosa, R.L. (2014). Measurement and Evaluation for Health Educators. Jones & Bartlett Learning.
Scholarly journals
Lecture Notes

Guided Critique of Evaluation Article/Article Rubric HSC 405
This rubric is designed to provide a clear grading process by informing the student of what key elements are expected. Your assignment will be evaluated by the criteria below to give you specific feedback to help guide your development as a student. Your assignment will be graded for its overall quality.
The following categories are used to evaluate the specific areas of writing in the Rubric.
E–Exemplary—Faculty are pleasantly surprised when watching a presentation of this quality.
P–Proficient—Faculty expect all of their students to produce this kind of a presentation in an upper division class.
B–Basic—Faculty expect this kind of presentation from lower division/beginning college students.
I–Inadequate—Faculty does not expect this kind of presentation from a college student.

Don't hesitate - Save time and Excel

Are you overwhelmed by an intense schedule and facing difficulties completing this assignment? We at GrandHomework know how to assist students in the most effective and cheap way possible. To be sure of this, place an order and enjoy the best grades that you deserve!

Post Homework