4-H Afterschool
Club & Program Evaluations
By Kendra Crooks
ISU Extension Youth Development Field Specialist
641-394-2174
WHY? ! ?
Why Evaluate?
 To determine level of satisfaction
 To determine cost/time effectiveness
 To determine if did what said would do (learn new
concept or skill) - meet set standards
 To measure developmental levels
 To get $$$- be accountable to stakeholders
 To determine if reaching target audience and how
compare to others/averages
 To determine future needs of clients
 To determine changes for the future
Outcomes vs. Activities
BE OUTCOME DRIVEN,
NOT ACTIVITY DRIVEN
Methods to Collect
Evaluation Information
Tests
Thank you’s received
Interviews
Observation (seeing and listening)
Attendance or Repeat Attendance
Group Assessments
Testimonial Statements
Methods to Collect
Evaluation Information
Standard Surveys & Questionnaires
Case Studies
Expert or Peer Review
Portfolio Reviews
Diaries or Journals
Simulations or Problem Stories
Creative Expression
Unobstructive Measures (wear on mat by display)
IoWays to Evaluate
Annual Reports (ES237)
Statistics shows number of clients
Shows demographic data
New categories in 2004 - “heads up” for
messages from Becky Nibe
POW reports
Comparing work to state POW plan - meet
identified needs and outcome indicators
IoWays to Evaluate
Targeting Life Skills
(survey assessments)
Generic model that provides a way to identify life skill
development
Uses 4 headings of “Head, Heart, Health and Hands” with two
general categories under each
Life skill development is mapped sequentially over four age
groupings to indicate a continuum of growth
Overhead Sample
Targeting Life Skills Model
Patricia Hendricks, ISU Extension
Targeting Life Skills Model

Tool used to assess impact of life skill development
 Based on program objectives stating desired changes as result of
program. Aids in being accountable for funds - program succeed in
making the intended difference in lives of youth?
 Model provides a way to coordinate life skill development with ages
and stages tasks so programs can be developmentally appropriate
and effective in achieving identified outcomes.
 By assigning developmentally appropriate tasks for specific life skills
TSL model has potential to improve possibility of getting
measurable program success.
Additional Way to Evaluate
Logic Model
University of Wisconsin Extension
Evaluation tool used by many other agencies
Follows sequence to describe what program
is and will do through outcomes/impact
Logic Model
based on University of Wisconsin Extension
Situation
Outputs
Inputs
Outcome/Impacts
Activities Participation
What we invest
What we
do
Assumptions
Who we
reach
Short
term
Medium
term
Ultimate
results
External Factors
What Makes Up a Logic Model?
Programs are a response to a situation.
Programs have INPUTS that lead to
OUTPUTS that lead to OUTCOMES and
ultimate IMPACTS.
A logic model is a display of these elements and
underlying assumptions set within the program’s
environment.
What Makes Up a Logic Model?
Situation: the condition that gives rise to the program
INPUTS: the resources and contributions that
extension and others make to the effort: Time,
people, money, materials, equipment, etc.
INPUTS are converted into OUTPUTS
What Makes Up a Logic Model
(continued)
OUTPUTS: activities and products that reach
people who participate.
These OUTPUTS are intended to achieve
certain OUTCOMES.
OUTCOMES: changes or benefits for individuals,
families, groups communities, organizations, systems.
Outcomes often occur along a path from shorter to
longer term achievements that result in human,
economic, civic or environmental IMPACT.
What Makes Up a Logic Model
(continued)
OUTCOMES may be positive, negative or neutral:
intended or unintended.
Assumptions: beliefs we have about the program and
the way we think it will work; principles that guide the
program.
Environment: the context and external conditions in
which the program exists and which influence the
success of the program.