Evaluating the Character Education Program

Subject: Education
Pages: 4
Words: 885
Reading time:
4 min
Study level: Master


The logical evaluation of a program is generally based on the matters of an assessment of its efficiency, its structure, and helpfulness in solving particular aspects of education. The ways of evaluating the program may be numerous, nevertheless, the main aim of the evaluation should be closely associated with the matters of conducting the meaningful analysis, defining the potential benefits of the program, and outlining the key challenges, which will arise when the program will be implemented.


The necessity and capability of the assessment of the elaborated program may be featured with the opportunity to regard it from various perspectives. Thus, the evaluated logic model of the program entails everything that is required for the properly composed program, and the problem statement, which is regarded as the basis for the program. Nevertheless, the problem statement of the existing program is weak, and the description can not be regarded as helpful enough for the evaluation of the program.

The logical discussion of the provided identity of the program is closely associated with the matters of rationales and assumptions of the program. Considering the necessity to provide the analysis of the logical structure, it should be emphasized that this structure may be evaluated only from the position of outputs and external factors, like any program, in general, is the adaptation for the external factors and necessities of the environment. Thus, from the internal point of view, the program may be perfect, while it may not fully suit the external requirements and the environmental premises of the program.

Logic Model Evaluation

Logic Model Evaluation

Resources entail time, human, financial, and community resources, which are required for the implementation and running of the program.

  • Activities – what should be done with the resources for the successful and effective performance of the program.
  • Outputs – direct results and products of the program.
  • Outcomes – specific changes in the behavior of the participants, and the processes, involved in the program.
  • Impact – outlining of the intended changes, and the achievement of the stated aims.


The main challenges of the program may be the weakness of the problem statement and the improper implementation of the valued goals into the program itself. The fact is that, the real requirements, associated with the problem statement, and the outline of the goals. Originally, the meaningful evaluation of the program requires a detailed and thorough analysis of the logic model of the program, which is a valuable tool for the planning and development of the program creation and implementation. The fact is that the structure of the program and its logical planning are closely linked with the necessity to think over the program strategy, which is responsible for the implementation of the innovations, and clarify, whether the program is required and suitable for the existing circumstances.

Another challenge is the communication strategy. The fact is that the issues of communication define the interconnection of the particular elements of the program, and define the effectiveness of the links, arranged within the program. The process of communication is a properly created logic model and may be regarded as a powerful implementation and performance tool. It can reveal the activities of the program, as well as the possible outcomes, thus emphasizing the connection between these two components. (Wolf, 2004)

Potential Benefits

The benefits of the program implementation are closely associated with the matters of the adaptation for the educational requirements. The fact is that all the benefits, linked with the implementation of the program, are based on the further extension of the educational program, and better structuring of the given materials. In the light of this statement, it should be emphasized that the real values of the program are covered in the factor of activities and outputs. Originally, the matter is not in the activities, required for the implementation of the program, but in the activities, which the program originates. Consequently, it should be emphasized that the benefits of the program implementation are closely linked with the better structuring of the entire process, consequently, the logic model, created for outlining the program is linked with the basic aspects of the program functioning. Originally, the necessity to structure the program, and control its logical model should be covered by the necessity to evaluate the entire principle, which the program is based on. (Lindgren, 2007)

The key benefit of the program is aimed at the principles of fundraising. The fact is that the logic model of the program is aimed at demonstrating the real purpose of the identified goals of the program. Originally, benefits depend on the values of the achievements, and the resources, which should be used for accomplishing the assignment. On the other hand, the principles of fundraising, implemented into the program structure may help structure the grant writing process.


Finally, it should be emphasized that the real value of the program and the aim of the program analysis is based on the goals, and achievements of the program implementation. Depending on the environmental purposes, and the values of the program, its challenges and benefits vary essentially, as the changes of the environmental circumstances may turn benefits into challenges and vice versa. Therefore, the thorough analysis of the environment, requirements for the program, and the values, which are pursued, define the problem statement factor for the program implementation.


Lindgren, H. C. (2007). Educational Psychology in the Classroom. New York: Wiley.

Wolf, R. M. (2004). Evaluation in Education: Foundations of Competency Assessment and Program Review (3rd ed.). New York: Praeger Publishers.