International educational program evaluation of national teacher inservice program. After the three-year life of the Afghanistan Teacher Directorate implementation, this UNICEF-funded effort of local workshops and data gathering was evaluated for outcomes and possible continued funding. Data included implementation fidelity, teacher tests, attitude surveys, demographic information on teachers and students, interviews of designers and national education leaders, cost-benefits, focus groups, classroom visits, training session visits, video recordings, and bibliographies. The method was a variation of Michael Scriven’s “goal-free” qualitative pathway analysis. Innovations included validation of populations by patterns of skewness and kurtosis. Recommendations for action included formative and summative evaluation. Bookend sections on the USA evaluators’ decision to Undertake Evaluation, and Developments since the site visit and report were completed.
KeywordsInternational Program EvaluationMichael ScrivenScriven’s Pathway Analysis
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