What type of evaluation does the implementation of a school-based prevention program represent when assessing its operational procedures?

The implementation of a school-based prevention program and assessing its operational procedures is best characterized by process evaluation. Process evaluation focuses on the way a program is delivered, examining the fidelity with which it is implemented and the quality of its operations. This includes looking at various components such as the activities carried out, the participants' engagement levels, the materials used, and adherence to the planned methodology.

By using process evaluation, practitioners can identify any issues or barriers that may affect the program's delivery and ensure that it is being carried out as intended. This type of evaluation provides critical information that can guide program improvements and refine practices, which is essential for demonstrating that the program is operating effectively before moving on to assess outcomes or impacts.

Other types of evaluations, such as impact or outcome evaluations, focus more on the results or changes brought about by the program, rather than the procedures and operations. Formative evaluations are typically conducted during the development phase of a program to shape its design, rather than in the implementation phase. Therefore, process evaluation is the most fitting choice in this context.