Document Type

Honors Thesis

Major

Child Development and Family Relations

Advisor(s)

Julie DellaMattera

Committee Members

Ian Cameron, Melissa Ladenheim, Elaine Thomas

Graduation Year

May 2024

Publication Date

Spring 5-2024

Abstract

The purpose of this research is to conduct a program evaluation of the Attachment Theory Workshop’s proposed Evaluation Tool and to draw conclusions about the evaluation of people who are low-and-non-literate in human development workshop settings. The primary focus of the program evaluation is to determine if the Evaluation Tool will work as intended to gain usable data about the change in knowledge and skills of the caregivers participating in the Attachment Theory Workshop. Prior to presenting the program evaluation, this thesis reviews the standard process of a program evaluation, examines relevant sources regarding the evaluation of people who are low-or-non- literate, and outlines the process followed by the Attachment Theory Workshop to develop and analyze their Evaluation tool. The methodologies used to collect data are internet searching, personal communication, meetings between organizations, and transcript analysis. The data collected points to the conclusion that the use of pictures, Likert scales, and short, descriptive words best support the evaluation of people who are low-and-non-literate. Further, the data collected supports that the Attachment Theory Workshop’s Evaluation Tool will work as intended and gain usable data regarding the change in knowledge and skills of the caregivers throughout the course of the workshop. The thesis concludes with recommendations that further research on the topic of evaluating people who are low-and-non-literate in human development training settings is needed to define best practices on this matter. It also concludes that the use of pictures, Likert scales, and descriptive words improves the accessibility of an evaluation for people who are low-or-non-literate.

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