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4-H Afterschool Club & Program Evaluations

Learn why evaluating afterschool clubs and programs is important and discover various methods and models for collecting evaluation information.

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4-H Afterschool Club & Program Evaluations

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  1. 4-H Afterschool Club & Program Evaluations By Kendra Crooks ISU Extension Youth Development Field Specialist 641-394-2174

  2. WHY?!?

  3. 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

  4. Outcomes vs. Activities BE OUTCOME DRIVEN, NOT ACTIVITY DRIVEN

  5. Methods to Collect Evaluation Information • Tests • Thank you’s received • Interviews • Observation (seeing and listening) • Attendance or Repeat Attendance • Group Assessments • Testimonial Statements

  6. 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)

  7. 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

  8. 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

  9. Targeting Life Skills ModelPatricia Hendricks, ISU Extension

  10. 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.

  11. AdditionalWay 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

  12. Logic Modelbased on University of Wisconsin Extension Situation Outputs Activities Participation Outcome/Impacts Inputs What we invest What we do Who we reach Medium term Short term Ultimate results External Factors Assumptions

  13. 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.

  14. 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 intoOUTPUTS

  15. 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.

  16. 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.

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