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                       a  reading  program  in  a  school  area,  a  unique  education program  from  a
                       local government, or a continuing education program from a university.

                           Project appraisal – evaluation to assess specifically funded activities to
                       perform  a  specific  task  over  time.  For  example,  a  3-day  workshop  on
                       behavioural goals. The critical difference between programs and projects is

                       that programs are expected to last indefinitely, whereas projects are usually
                       expected  to  be  short-term.  Projects  that  are  institutionalized  in  reality

                       become programs.
                           Assessment of materials (learning products)  – evaluations that assess
                       the goodness or benefit of content concerning physical objects, including

                       books, curriculum guides, films, tapes, and other learning products.
                          1)  Problem Analysis includes determining the nature and parameters

                              of the problem by using information gathering and decision-making
                              strategies.  Skilled  evaluators  have  long  argued  that  careful
                              assessment begins when the program is formulated and planned. No

                              matter how well people suggest, programs directed at goals that are
                              not/less acceptable will be judged to have failed to meet the needs.
                              Thus,  this  assessment  activity  includes  identifying  needs,

                              determining  the  extent  to  which  the  problem  can  be  classified  as
                              learning, identifying learners' barriers, sources, and characteristics,
                              and  determining  goals  and  priorities  (Seels  and  Glasgow,  1990).

                              Needs are defined as "the gulf between "what is" and "what ought
                              to be" in terms of outcomes (Kaufman, 1972).

                              A needs analysis was conducted for adequate program planning.
                          2)  Benchmark  Reference  Measurement  includes  techniques  to
                              determine the learning ability to master predetermined material. The

                              benchmark  reference  assessment  provides  information  about  a
                              person's  mastery  of  knowledge,  attitudes,  or  skills  related  to

                              learning objectives. Success in the benchmark reference test means
                              being  able  to  carry  out  certain  conditions,  usually  specified,  and
                              those who can achieve or exceed the minimum score are declared to
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