4H Afterschool Club

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4-H Afterschool Club Program Evaluations

• By Kendra Crooks
• ISU Extension Youth Development Field Specialist
• 641-394-2174

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WHY? ! ?
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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

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Outcomes vs. Activities

• BE OUTCOME DRIVEN,
• NOT ACTIVITY DRIVEN

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Methods to Collect Evaluation Information

• Tests
• Thank yous received
• Interviews
• Observation (seeing and listening)
• Attendance or Repeat Attendance
• Group Assessments
• Testimonial Statements

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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)

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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

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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

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Targeting Life Skills ModelPatricia Hendricks,
ISU Extension
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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.

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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

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Logic Model based 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
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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 programs
  environment.

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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

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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.

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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.