(1996) described the need for practical, systematic evaluation for Extension programs. Many evaluations in the past focused on evaluating demonstrated knowledge (Arnold, 2002 Mandell, 2009), but recent guidance for evaluations suggests shifting the focus to behavioral changes resulting from education (Messy & Atkinson, 2012). Program evaluations must be guided by program purpose (Taylor-Powell, Steele, & Douglas, 1996). The motivations are to point out pitfalls of conducting evaluation with nonideal instruments and to suggest specific strategies to improve program evaluation. The study addressed in this article examines mistakes, successes, and lessons learned through the evaluation of the Wi$eUp Extension financial education program. Although some organizations may be limited by means and scope, building evaluation into the program design ensures that mistakes and successes will be documented to provide even greater services to stakeholders in the future (Messy & Atkinson, 2012). Through rigorous evaluation, educators can determine the extent of a program's impact, identify opportunities for improvement, and make the case for further expansion of a program (Roucan-Kane, 2008).
Evaluation is essential for advancing evidence-based educational programs.
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