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.