4-H Afterschool Club & Program Evaluations

By Kendra CrooksISU Extension Youth Development Field Specialist641-394-2174

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

TestsThank you’s receivedInterviews Observation (seeing and listening)

Attendance or Repeat AttendanceGroup AssessmentsTestimonial Statements

Methods to Collect Evaluation Information

Standard Surveys & QuestionnairesCase StudiesExpert or Peer ReviewPortfolio ReviewsDiaries or JournalsSimulations or Problem StoriesCreative ExpressionUnobstructive Measures (wear on mat by

display)

IoWays to Evaluate

Annual Reports (ES237)Statistics shows number of clients Shows demographic dataNew 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 ModelPatricia 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 ModelUniversity 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

Outputs

Activities Participation

Inputs

Outcome/Impacts

Assumptions External Factors

Situation

What we invest

What we do

Who we reach

Short term

Medium

term

Ultimate results

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.