Evaluation of Saudi International Educational Programs using Rossi and His Colleagues Evaluation Model / Khaleel A. Al-harbi, Eqbal Z. Darandari
This study aimed to evaluate international educational programs (IEP) of the Saudi private schools, their need, design, inputs, processes, outputs and impact using the hierarchical evaluation model (HEM) of Rossi and his colleagues. The methodology adopts dual quantitative and qualitative methods. The evaluation includes Saudi private schools applying such programs, and samples of some foreign schools and foreign community schools employing deep comparisons, questionnaires, field observations and interviews of administrators, teachers, students and parents. This evaluation shows that HEM helped in grading evaluation and determining questions that suit program grade. Results show that IEP maintain students’ identity, and achieve outcomes reasonably. They reduced student enrollment in foreign programs, and helped raise their knowledge, language, personal and educational skills to a global level. However, there is lack of clear program theory that identifies inputs, processes and outcomes, lack of clarity in program mechanisms, design, needs assessment, performance monitoring and evaluation. They show limited external evaluation, with no standardized or uniform standards for teachers selection and intake as well as final achievement exams. They likewise show lack of information for parents and community members. This study recommends the expansion of experience provided that international standards of programs quality and monitoring be ensured.
Key words: Program evaluation, international educational programs, evaluation models, hierarchical evaluation, Peter Rossi’s Model.