A) are the result of Type I errors.
B) are more likely in programs involving children.
C) can lead to a better program if side effects are recognized and reduced.
D) will earn the evaluator accolades from the program's sponsors.
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A) ask the major stakeholders what is the best procedure.
B) argue that a valid evaluation is more important than program participants having full information.
C) consider the cost to the participants of each group if they did not have such information.
D) insist that full disclosure is always required.
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A) an Informed Consent form has been signed.
B) the evaluator is present when the form is signed.
C) agreement has been given only after sufficient information has been provided to permit understanding the requirements of the evaluation.
D) the sponsor of the program fully understands the evaluation and what is expected of program participants.
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A) simply do the best job she can.
B) attempt to redefine the form of evaluation to be done.
C) tell the client what is to be done.
D) seek to gain power by going to the client's supervisor or board of directors.
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A) refer to false positive and false negative conclusions, repectively.
B) need not be a concern of program evaluators.
C) refer to false negative and false positive conclusions, respectively.
D) are sometimes desirable if they lead to an evaluation conclusion that is favorable to the program.
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A) once a project is planned in an ethical manner.
B) after it is clear that the data have been gathered ethically.
C) after a report of an ethically conducted evaluation has been written.
D) at their peril because ethical standards can be violated at any stage or even after the report is finished.
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A) relative values placed on the outcomes of a program.
B) ways variables should be measured.
C) sources of evaluation data to be used.
D) ways to measure the cost of the program.
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A) the evaluation is not adequately scientific.
B) the stakeholders are less likely to understand the evaluation report.
C) a biased evaluation favoring the program is likely.
D) the actual outcome may be obscured.
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A) Type I errors are too large.
B) too many participants are tested or observed.
C) too much time is wasted on examining the implementation of the programs.
D) the designs were too weak to detect even moderately large effects.
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A) the choice of variables to measure may reflect these values.
B) the sponsors of the program might recognize these assumed values.
C) evaluators usually adopt the values of less powerful groups in society.
D) statistical methods do not incorporate values.
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A) the loss of objectivity needed to conduct an evaluation.
B) the temptation to design evaluations that are too complex.
C) being forced by the staff to produce only favorable evaluations.
D) the development of hostility between evaluator and program staff.
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A) evaluators are less skilled than basic researchers.
B) program evaluations are often replicated, thus assuring that errors will be detected.
C) program evaluations are seldom replicated and the findings may be applied even if in error.
D) service program staff members are notoriously unethical.
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