Use (a) program objectives that are supported by theories of social and moral development, (b) strategies that are supported by theories of learning, and (c) objectives and strategies that have been found to be effective in other character education studies.
Make sure that program objectives and strategies are adapted to or fit the unique needs and characteristics of your classroom, school, school system, or community.
Determine the evaluation approach, method, or research design that best fits your purpose(s) for doing an evaluation and your situation in terms of program dimensions, participants’ knowledge, and access to consultants with evaluation-research expertise. 
Follow the model set by all good collaborative action and controlled scientific research studies by doing well the four things that will ensure specificity and data reliability and diversity.
Avoid vague and highly general terms when writing initial process and outcome goals and/or  problem statements that precede program goals.
Make goal attainment and/or problem solutions  visible by writing objectives and/or hypotheses using measurable terms that identify specific outcomes.
Choose reliable and valid measures that further operationalize these objectives and/or hypotheses, or construct instruments that will do so.
Evaluate both process or implementation and outcome or program effects using both qualitative and quantitative data collection measures or techniques.
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Building Blocks for Quality Evaluation Research
Use What We Know As a Guide
 Plan A Relevant Program
 
 
  Select the Right Approach or Design
           Do Four Things Well
             Clarify Your Goals
         Specify Your Outcomes
            Use Good Measures
       
      Diversify Data and Devices