Parenting Evaluation Decision Framework:
Assessing Outcomes

There are multiple ways measuring learning. You could consider:

- Using interviews, focus groups, transformative learning (First & Way, 1995), post-test only, post-test then pretest, pretest-post-tests, pretest-post-test-follow-up evaluations, experimental-control groups, quasi-experimental, or comparison groups.

- Using measures of knowledge, attitude, skill, aspirations, tax dollar support, and especially behavioral change levels (Bennett, 1975; 1980; Fetsch, 1995; 1996, Fetsch & Gebeke, 1994; Smith et al., 1994). Fetsch).

- Using measures of higher level changes with acceptable validity and reliability levels (Fetsch, 1995 in review; Harter, 1985; Smith et al., 1994; Spielberger, 1991; Straus, 1979). There are abstracts of many evaluation measures specific to parenting on the National Network for Family Resiliency Home Page: Evaluation.

- Using a measure over and over to compare your progress in teaching and parents' changes in learning against your objectives. The suggested instrument in Appendix A suggests items that can be used. Some states are considering using an aggregate of items statewide to use in reporting impact.

There are multiple ways to assess how much learning occurred.

There are qualitative ways and quantitative ways or a combination of both. If the outcomes are expected to be highly specific and behavioral (changes in self-esteem, anger, family stress or number of times a child is reminded, number of times a parent raises his/her voice), one can use more quantitative evaluation and there are instruments designed to measure many of these traits. Will you evaluate just after the last session? Would you like to conduct follow-up evaluation? Would you like to do both? Immediate evaluation refers to an assessment that is performed at the end of the last session before participants leave. Follow-up evaluation refers to an evaluation that is completed some time later (2 months, 6 months, 1 year) after the last intervention.

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