Modules | Module A: overview | Module B: plan | Module C: build | Module D: evaluate | Module E: report |
Other Resources | Orientation | Logic Model | Cases | Glossary | Credits | Enhanced version |
[Start Screen C-1 of 12/Module C>Introduction (1)]
You should now know how to Plan a project, answering the questions: do what, for whom, for what benefit, as covered in Module B: Plan.
In this module, you will learn to build a plan of action for reaching the outcomes called for in your purpose statement by answering the following:
[Graphic of Lego building blocks.]
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[Start Screen C-2 of 12/Module C>Logic model (2)]
Wouldn’t it be great to have all the important parts of your program in a text-based table or in a one page diagram so you could see how all the parts relate to each other? Could show it to partners? your Board? your funders?
That’s what an outcomes logic model provides: a way to show the links between program activities and services, the results they produce, and how the results (outcomes) will be evaluated.
So far, we’ve shown a simplified Logic Model: Needs + Solution -> Outcomes
Many different logic models are possible and helpful, and no one representation is universally accepted. They can be represented as a one page graphic or rendered as a text-filled table. Remember that any representation is two-dimensional and static so it cannot show all the non-linear connections and feedback loops.
[Start DIG DEEPER text]
To expand this window to full-size, click the middle button in the upper right corner in Windows or the "+" button in the upper left corner on the Mac.
How do you choose or adapt a Logic Model graphic? There are certainly plenty of examples of this useful tool. A Google search for images with “logic model” turned up more than 2900 examples. Choose one or adapt ours to fit the needs of your project.
[The first Logic Model deals with a program limited to a county in scope, created to help parents experiencing stress and difficulty parenting. On the left, Inputs are listed (such as staff and research). Outputs are listed (such as “deliver series of interactive sessions” and “targeted parents attend.”). On the right are listed Outcomes.]
Retrieved DATE, from University of Wisconsin-Extension Cooperative Extension, Program Development and Evaluation Unit Web site: http://www.uwex.edu/ces/pdande
The second is from a state-wide plan in Oregon. The graphic looks very simple, but it’s part of a statewide initiative to coordinate work done by various state agencies to improve child welfare and deter juvenile delinquency. Lots of hard work went into this simple plan, as explained at http://www.oregon.gov/OCCF/images/SB555.pps (accessed August 2005). One of the principal reasons given for this kind of planning was to get everyone working on the same principles and using the same language without counties losing local control and focus.
[The second logic model is an example of a real life logic model used to coordinate work done by a number of child welfare groups. On the left the goal of “healthy, thriving children” is listed and the high-level outcome that it leads to “% of children entering school ready to learn.” The middle column lists the priorities that come from the previously listed high-level outcome: “support for families under stress,” “increase parenting skills,” and “increase behavioral and social skills of our early childhood population.” On the far right the strategies that the priorities lead to are shown: “strengthen parenting skills though home visitations and parenting classes and support groups.” This leads to outputs such as “# of parents who participate in activities to improve parenting skills,” which leads to the intermediate outcomes. Intermediate outcomes leads back to high-level outcomes, making a circle.]
[The third logic model is more complex than the first two, showing a global view of tobacco control. The far left column shows all interested groups, such as “funders” and “partners.” The next column shows different groups that arise, such as “school programs” and “education and surveillance” groups. This leads to who is affected, such as “policy makers” and “key stakeholders.” The next column shows the smaller scale changes, such as “changes in knowledge, attitudes, skills, and motivation.” This leads to the larger changes, such as “policy changes” and “system changes,” which result in “decreased smoking” and “reduced exposure to ETS” and ends with the final outcome of “reduced mortality, morbidity.”]
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[Start Screen C-3 of 12/Module C>Logic model (3)]
The Shaping Outcomes curriculum helps you to build the skills to complete a logic moel worksheet (you've already filled out the few sections after going through Module B.) To help you visualize the relationships among the parts of the logic model worksheet, we also have a logic model graphic which you can see by going to the Logic Model.
Notice that the Logic Model graphic may look like a map because of the arrows, but it’s really more like a scale-model of a building—a way to show all the necessary parts. Even though we may still be in the planning stages, we can see how things will fit together and everyone working on the program learns the same names for the parts from the beginning. Notice that EVALUATION occurs throughout the process (as we explain in Module D).
Now let’s review what outcomes are and then we’ll add terms to help us build our logic model.
[Start COACH text]
To realize how dynamic a program is (compared to a Logic Model), think of a project you have worked on (at work or for a volunteer organization). Did you need more/less supplies than planned? Did you have to increase/decrease the audience you served? Did observing outcomes make you change your plans for next time? Print out a copy of the graphic Logic Model and with a pencil or red pen, put in arrows that show feedback loops (how activities or services or outcomes caused you to change previous planning).
[End COACH text]
[End Screen C-3 of 12]
[Start Screen C-4 of 12/Module C>Outcomes (4)]
An outcome is a change in a target audience’s skills, attitudes, knowledge, behaviors, status, or life condition brought about by experiencing a program.
[Graphic of girl with the text "Skills. Girl Scouts can identify local birds by sight and name."]
[Graphic of father and daughter with the text "Attitudes. Girl Scouts no longer think science is boring."]
[Graphic of bird watcher with the text "Knowledge. Girl Scouts know what local birds eat and what predators they face."]
[Graphic of boy reading with the text "Behavior. Children read for pleasure over three hours per week."]
[Graphic of girl at computer with the text "Status. At-risk students using educational materials on library computers earn GED and improve salary and job prospects."]
[Graphic of a group of people with the text "Life Conditions. West Dakota residents stop smoking after using improved access to reliable, understandable medical information."]
Outcomes develop over time. Note that
Most projects only have the resources and time frame to measure short-term and medium-term outcomes.
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[Start Screen C-5 of 12/Module C>Outcomes (5)]
The purpose statement in Module B (Do what? For whom? For what outcomes?) may lend itself to stating big, long-term goals that are hard to measure. The strongest logic models focus on achievable, measurable short-term outcomes. If you have long-term goals, be clear about how the particular program leads to those outcomes.
Let’s look at a simple example:
[Text in rectangle: Teaching Girl Scouts about local birds involves library books, museum visits, and field trips with the long-term goal of interesting them in their local environment.]
Which of the following outcomes are short-, medium- or long-term outcomes?
[Clicking on the statement "Outcomes:
Girl Scouts recognize local birds from museum models and book illustrations." presents the text: Short Term. This outcome shows a change in knowledge.]
[Clicking on the statement "Outcomes: Girl Scout majors in Biology in college." presents the text: Long Term. This outcome affects decisions about lifetime interests and job prospects. Notice it extends beyond the time frame of the program.]
[Clicking on the statement "Outcomes: Girl Scouts no longer consider bird-watching activities 'dumb.'" presents the text: Short Term. This outcome shows a change in attitude.
[Clicking on the statement "Outcomes: Girl Scouts can identify local birds on a field trip." presents the text: Short Term. This outcome shows a change in skills.]
[Clicking on the statement "Outcomes: A Girl Scout volunteers with other family members at a local bird sanctuary." presents the text: Medium Term. This outcome shows up in behavior and decision-making, perhaps beyond the time frame of the project.]
[End Screen C-5 of 12]
[Start Screen C-6 of 12/Module C>Inputs (6)]
In defining the program’s purpose, we’ve answered the questions—do what? for whom? for what outcome? This overview lets us plan what inputs will be necessary for the program.
Inputs are resources dedicated to or consumed by the program.
$$$ Money is a basic input, and will be necessary for some parts of nearly all projects (fees, overhead, salaries). However, it is more useful to list as inputs the things that money will buy (as we’ve done in other listings), than simply money itself.
[Graphic of group of people labeled "People: staff, volunteers, consultants"]
[Graphic of office supplies labeled "Materials: workbooks, software, brochures, artifacts"]
[Graphic of gavel labeled "Standards: curricula, association requirements, educational standards"]
[Graphic of computer labeled "Equipment/Facilities: computers, web site, conference space"]
[Graphic of Rolodex labeled "Standards: database, research, surveys, front-end evaluation"]
[Start COACH text]
You may want to start with the services for participants that will produce the outcomes you want. Then work backwards: What activities by project personnel will prepare for the services? What inputs will be needed to carry out both activities and services?
[End COACH text]
[End Screen C-6 of 12]
[Start Screen C-6_M of 12/Module C>Inputs>Museum example (6-M)]
The MoNA program will provide a 5-day, 3 credit summer institute on: Northwest art history, visual art concepts, visual thinking strategies, critical thinking, plus an in-depth study of 2 exhibitions, 3 docent-guided Museum visits for the teacher’s classes with support from staff.
Examine useful inputs for the MoNA program.
[Clicking a graphic of a bus with the statement "Bus funding for Museum visits" presents the text: Yes, funding is necessary to bring students to MoNA.]
[Clicking a graphic of video projector with the statement "Digital video projector" presents the text: Yes, this equipment will be needed for planning activities and educational services.]
[Clicking a graphic of paint tools with the statement "Artists/specialists fees" presents the text: Yes, these consultants must be paid for their time.]
[Clicking a graphic of totem with the statement "Visit to Tlingit village: wood carving" presents the text: No, this is not a part of the planned program and is not budgeted.]
[Clicking a graphic of man with the statement "25% of Education Director’s time" presents the text: Yes, it’s important to commit enough time for the project director’s efforts.]
[Clicking a graphic of an adult and child with the statement "Docents for Museum visits" presents the text: Yes, docents will be needed to provide program services.]
[End Screen C-6_M of 12]
[Start Screen C-6_L of 12/Module C>Inputs>Library example (6-L)]
The Riverton Memoir program will support a writing group on autobiography, including visits by Kentucky memoir writers and publication of participants’ work.
Examine useful inputs for the Library Memoir program:
[Clicking a graphic of books with the statement "Multiple copies of books by visiting authors" presents the text: Yes, this is an input.]
[Clicking a graphic of a writer with the statement "Writers improve their writing over the course of the group meetings." presents the text: No, this is an outcome, not an input.]
[Clicking a graphic of a computer with the statement "Clerical time to track attendance and get copies of writers’ work" presents the text: Yes, this is an input of time.]
[Clicking a graphic of a magazine with the statement "Increased funding for journal subscriptions to Time magazine" presents the text: No, this sounds like an input, but it is not relevant for this program.]
[Clicking a graphic of a woman with the statement "Administrative time for evaluation, management, reporting" presents the text: Yes, time for necessary administrative functions must be planned as an input.]
[End Screen C-6_L of 12]
[Start Screen C-7 of 12/Module C>Services and activities (7)]
Activities are management related (internal).
Services directly involve end-users (external).
[Graphic of child]
Activities:
[Graphic of man with books]
Services:
[End Screen C-7 of 12]
[Start Screen C-7_M of 12/Module C<Services and activities>Museum example (7-M)]
The MoNA program plans to produce the activities and services listed below. For each listing, identify whether the task is part of an activity or a service.
Data collection for project evaluation
[Clicking a graphic labeled "Activities" presents following text: Yes, this activity is part of program evaluation, the job of project personnel.
Rollover service presents following text: No, this activity is part of program evaluation, the job of project personnel.]
Summer Institute
[Clicking a graphic labeled "Activities" presents following text: No, this is the service provided for the teachers.
Clicking a graphic labeled "Services" presents following text: Yes, this is the service provided for the teachers.]
2 Exhibition Training Days
[Clicking a graphic labeled "Activities" presents following text: No, these will be services for the teachers.
Clicking a graphic labeled "Services" presents following text: Yes, these will be services for the teachers.]
Docents trained
[Clicking a graphic labeled "Activities" presents following text: Yes, this activity will be necessary before docents provide service to the teachers.
Clicking a graphic labeled "Services" presents following text: No, this activity will be necessary before docents provide service to the teachers.]
Free admission for students and parents
[Clicking a graphic labeled "Activities" presents following text: No, this is a service to the participants.
Clicking a graphic labeled "Services" presents following text: Yes, this is a service to the participants.]
Curriculum prepared for teacher training
[Clicking a graphic labeled "Activities" presents following text: Yes, this activity must occur before the service of teaching the curriculum.
Clicking a graphic labeled "Services" presents following text: No, this activity must occur before the service of teaching the curriculum.]
[End Screen C-7_M of 12]
[Start Screen C-7_L of 12/Module C>Services and activities>Library example (7-L)]
The Riverton Library Memoirs program plans the activities and services listed below. For each listing, identify whether it is part of an activity or a service.
Hire facilitator for the group
[Clicking a graphic labeled "Activities" presents following text: Yes, the activity must take place before the group meetings start.
Clicking a graphic labeled "Services" following text: No, this activity must take place before the group meetings start.]
Arrange visits by three Kentucky writers of autobiography.
[Clicking a graphic labeled "Activities" presents following text: Yes, this activity must be carried out by the program planners.
Clicking a graphic labeled "Services" presents following text: No, this activity must be carried out by the program planners, even though the visits are a service.]
Participants critique each other’s work with the help of the group facilitator.
[Clicking a graphic labeled "Activities" presents following text: No, the meetings are a service to the participants.
Clicking a graphic labeled "Services" presents following text: Yes, the meetings are a service to the participants.]
Independent expert evaluates the original and revised work of each writer, without knowing the writer’s name or the order of composition; “blind” grading shows if improvement has occurred.
[Clicking a graphic labeled "Activities" presents following text: Yes, evaluation activities help program managers determine what changes have occurred.
Clicking a graphic labeled "Services" presents following text: No, evaluation of participant work is part of determining outcomes.]
Visiting Kentucky writers of memoirs discuss writing strategies and techniques with group participants.
[Clicking a graphic labeled "Activities" presents following text: No, the visits are part of the service provided to the participants.
Clicking a graphic labeled "Services" presents following text: Yes, the visits are part of the service provided to the participants.]
Facilitator edits and prepares writers’ work for publication.
[Clicking a graphic labeled "Activities" presents following text: No, this is a service provided for the participating writers.
Clicking a graphic labeled "Services" presents following text: Yes, this is a service provided for the participating writers.]
[End Screen C-7_L of 12]
[Start Screen C-8 of 12/Module C>Outputs (8)]
We use the term “output” to describe a direct program product—either from an activity or a service. Program outputs are typically measured in numbers in order to assess the program’s productiveness. In fact, sometimes outputs are called “counts.” They don’t indicate any outcomes (that is, changes in the audiences) but do keep track of the necessary building blocks of a program: how many people attend, how much staff time is required.
Outputs
Participants served (for example, 45 fifth graders)
Participants completed (98% attended 90% of the sessions)
Materials developed (workbook, reading lists website)
Materials used (6 gallons of paint, 3 15-pound bags of birdseed)
Workshops given (7)
Supplies consumed (5 reams of paper & a gross of pastels)
Consultants’ hours (21)
Web site hits (73,000)
In your own Logic Model, you won’t know these exact numbers (“five reams of paper”) at the beginning, but you will want to keep track of them for your report (discussed in module E).
[Graphics of abacus]
[End Screen C-8 of 12]
[Start Screen C-9 of 12/Module C>Outputs (9)]
Notice that we’ve been talking about measuring what we do (activities and services) as output, not as outcomes. (The next module shows how to evaluate outcomes.) It’s important to account for outputs, but just showing that we do something doesn’t prove that we’ve made a change in the target audience.
[Graphic of woman holding CD's with the statement "Outputs can be thought of as counts of what the program produces. That is, items or events. Example: 1 Trainer hired, 4 CD's produced, 17,889 Web site hits"]
[Graphic of not equal sign]
[Graphic of three children and an adult with the statement "Outcomes are the changes the program wants to see coming out of the participants or audiences. That is, changes in people. Example: Parents and children learn about astronomy from hands-on exhibit activities.]
Go to the Model page to see the relationship of outputs and outcomes in the Logic Model of a project.
[End Screen C-9 of 12]
[Start Screen C-9_M of 12/Module C>Outputs>Museum example (9-M)]
Which of these results of the MoNA program is an output?
[Clicking a graphic of a bus with the statement "50 school groups visit the Museum in year 1" presents the text: Yes, this measures output- attendance at one of the museum services.]
[Clicking a graphic of art blocks with the statement "120 lessons in the classroom (x 2 years) co-taught by Art Educator and teacher" presents the text: Yes, this measures the output of one of the program services.]
[Clicking a graphic of a book with the statement "80 curriculum units designed" presents the text: Yes, this is an output- a product of what teachers in the program are able to do after their training in the program. Notice that it is not an outcome. (Outcomes are measurements of changes in people.)]
[Clicking a graphic of an adult and baby with the statement "30% increase in family visits of students in MoNA program" presents the text: No, this is an indicator of an outcome- that families of students feel comfortable attending the Museum.]
[End Screen C-9_M of 12]
[Start Screen C-9_L of 12/Module C>Outputs>Library example (9-L)]
Which of these results of the Memoirs program is an output?
[Clicking a graphic of hand with the statement "Number of participating writers" presents the text: Yes, this measures output- how many people participated. Notice this number is not an outcome. (Outcomes are measurements of changes in people.)]
[Clicking a graphic of woman reading with the statement "Funding for hiring the Kentucky writers to visit and talk with the group." presents the text: No, this (“funding”) is an input; the actual number of visiting writers is an output.]
[Clicking a graphic of coffee and book with the statement "75% of the participants have their revised version of a story judged better than the original in a “blind” reading by an independent expert" presents the text: No, this is an indicator of an outcome- that participants’ writing has improved.]
[Clicking a graphic of a group of people with the statement "Number of pieces and number of pages written per participant" presents the text: Yes, this is what participants produce. Notice that the mere quantity is not an outcome. (Outcomes measure changes in people)]
[Clicking a graphic of books with the statement "Number of people attending public reading of participants’ writing at a local coffee house" presents the text: Yes, this is an output of the service and the participants’ work.]
[End Screen C-9_M of 12]
[Start Screen C-10 of 12/Module C>Check understanding (11)]
In the Build module we have made the parts of the program purpose statement more concrete.
First, review case study materials for the Children’s Museum or the Whitney Library. These materials are in the PDF file format. (Try leaving the screen up for reference throughout the section.)
[End Screen C-10 of 12]
[Start Screen C-10_M of 12/Module C>Check understanding>Museum example (11-M)]
Review the materials available for The Children’s Museum of Indianapolis MAPSexhibit. For each of the following statements, identify whether it describes activities, services, inputs or outcomes. Click on the button with the correct answer. If you choose the incorrect answer, you'll be provided with feedback about your answer below.
Geography educators use sources and materials for teaching geographical concepts.
[Clicking on inputs presents the following text: No, inputs are resources used in creating project outcomes. This is a desired outcome.
Clicking on activity presents the following text: No, remember that activities involve project providers within the organization.
Clicking on service presents the following text: No, this is an outcome (a change in the target audience), not just a service to that audience.
Clicking on outcomes presents the following text: Yes, this is a desired outcome.]
Visitors to web site navigate the site easily and gain access to information about maps.
[Clicking on inputs presents the following text: No, input describes resources devoted to a project.
Clicking on activity presents the following text: No. Creating the website is an activity (done by project personnel), but this describes a service for the public.
Clicking on service presents the following text: Yes, this describes the service.
Clicking on outcomes presents the following text: No, using the web site and having access to information is a service – it is not the same as the desired outcome: kids learn more about geography!]
MAPS exhibit team analyzes evaluation data and uses it to improve the exhibit.
[Clicking on inputs presents the following text: No, this is not a resource for the project, but an activity of the project team- a means to achieve the outcome desired.
Clicking on activity presents the following text: Yes, this is an activity necessary to achieve the outcome.
Clicking on service presents the following text: No, the MAPS team is not the target for the project, so this is an activity, not a service.
Clicking on outcomes presents the following text: No, the MAPS team is not the target audience for the project, so this is an activity, not an income.]
Children in grades 3-5 and their families visit the traveling MAPS exhibit
[Clicking on inputs presents the following text: No, this is not a resource for the project.
Clicking on activity presents the following text: No. Because this statement applies to audience activity, it is a service.
Clicking on service presents the following text: Yes, this is a service output for the target audience.
Clicking on outcomes presents the following text: No, the visit itself is not an outcome – only the change that happens as a result of their visit would be an outcome.]
Design, fabricate, and install exhibit
[Clicking on inputs presents the following text: No, inputs are resources committed to the project, such as the designers’ times, but this is what they did – an activity.
Clicking on activity presents the following text: Yes, this is an activity (creating the exhibit) by project personnel. It made the learning possible, but it isn’t the learning itself.
Clicking on service presents the following text: No, museum staff are not the audience for the exhibit. Instead, they work to provide the services, so this is an activity.
Clicking on outcomes presents the following text: No, this is an activity preparing the exhibit for participants. An outcome is the change in the target audience showing a change in knowledge, skills, behavior, attitudes.]
Partners at NGS provide expertise.
[Clicking on inputs presents the following text: Yes, this expertise from the project partner provides a necessary resource for carrying out the project.
Clicking on activity presents the following text: You could argue this activity is carried out by project staff, but since they are external advisors, we saw this as an input.
Clicking on service presents the following text: No, this is an input, not a direct service to the target audience.
Clicking on outcomes presents the following text: No, this is an input, not an outcome desired for change in the target audience.]
[End Screen C-10_M of 12]
[Start Screen C-10_L of 12/Module C>Check understanding>Library example (11-L)]
Review the materials available for the Whitney Library Information Commons project. For each of the following statements, identify whether it describes activities, services, inputs or outcomes. Click on the button with the correct answer. If you choose the incorrect answer, you'll be provided with feedback about your answer below.
Students create well-researched group projects.
[Clicking on inputs presents the following text: No, inputs are resources used in creating project outcomes. This statement is a desired outcome.
Clicking on activity presents the following text: No, remember that activities involve project providers within the organization.
Clicking on service presents the following text: No, this is an outcome (a change shown in the target audience), not an output.
Clicking on outcomes presents the following text: Yes, this is a desired outcome.]
The infopods are used many hours of the day.
[Clicking on inputs presents the following text: No. Inputs describe resources devoted to a project. This is an output connected with service to students.
Clicking on activity presents the following text: No. Creating the infopods is an activity (done by project personnel), but this describes a service output for the students.
Clicking on service presents the following text: Yes, this describes the service output. Notice that it is means to a desired outcome: students create well-researched group projects.
Clicking on outcomes presents the following text: No, using the infopods is a measurement of a service output, not the desired change in the target audience (outcome).]
Librarians train to give advice on computer problems.
[Clicking on inputs presents the following text: No, librarian time would be an input. This is an activity, one of the project outputs.
Clicking on activity presents the following text: Yes, this is an activity necessary to achieve the outcome.
Clicking on service presents the following text: No, librarians are not the target audience for the project, so this is an activity, not a service.
Clicking on outcomes presents the following text: No, librarians are not the target audience for the project, so this is an activity, not an outcome.]
A reservation system allows group study space to be reserved.
[Clicking on inputs presents the following text: No, budgeting time and resources to build the system would be an input. This is a service output.
Clicking on activity presents the following text: No, activities relate to work of project personnel. Because this statement applies to audience activity, it is a service.
Clicking on service presents the following text: Yes, this is a service output for the target audience.
Clicking on outcomes presents the following text: No, the reservation system is only a service that helps bring about outcomes-changes in the audience.
Librarians observe how the infopods are used.
[Clicking on inputs presents the following text: No, inputs show resources committed to the project. This is an activity evaluating the project.
Clicking on activity presents the following text: Yes, this is an activity (evaluation) by project personnel needed to document the output.
Clicking on service presents the following text: No, librarians are not the audience for the pods, but project providers so this is an activity.
Clicking on outcomes presents the following text: No, this is an activity to evaluate the use of the pods by the target audience.]
Library staff hires space designers.
[Clicking on inputs presents the following text: Yes, this provides a necessary resource for carrying out the project.
Clicking on activity presents the following text: You could argue this activity is carried out by the project staff, but notice that no staff person is mentioned. We intended this to be an input.
Clicking on service presents the following text: No, this is an input, not a service to the students.
Clicking on outcomes presents the following text: No, this is an input, not an outcome desired for the students.]
[End Screen C-10_M of 12]
[Start Screen C-11 of 12/Module C>Apply understanding (12)]
You have reached the end of the instruction for this module. It’s time to apply your understanding.
Working with your own program, complete section IV of the Logic Model worksheet including Inputs, Activities, Services, and Outputs.
Follow your instructor’s directions for submitting your Logic Model worksheet for comments. Check whether additional work has been assigned.
[End Screen C-11 of 12]
[Start Screen C-12 of 12/Module C>Resources (13)]
Greenhill-Hooper, Eilean. (2004, May). Measuring learning outcomes in museums, archives and libraries: The Learning Impact Research Project (LIRP). International Journal of Heritage Studies, 10, 151-174.
Of interest to cultural institutions, this paper has been developed by the Research Center for Museums and Galleries (RCMG) at the University of Leicester for the Museums, Archives and Libraries Council to research how outcomes-driven climates impact cultural institutions. Greenhill-Hooper uses five generic learning outcomes for museums, archives and libraries to articulate an in-depth analysis and description of results of learning.
Hernon, Peter and Robert E. Dugan (2002) Action Plan for Outcomes Assessment in Your Library. Chicago; American Library Association.
Of interest to academic librarians, this practical, how-to manual with detailed case studies is designed to help plan an outcomes assessment strategy, identify user needs, collect and analyze data, present findings, and measure the value of the services.
W.K. Kellogg Foundation. (2004, January). Logic model development guide. Retrieved August 10, 2005, from http://www.wkkf.org/Pubs/Tools/Evaluation?pub3669.pdf
The W.K. Kellogg Foundation is a nonprofit and philanthropic organization whose mission is to apply and solve the problems of people. This 72-page tutorial contains detailed information about the use and components of logic models in program planning and evaluation. Exercises in this document help readers describe audiences, focus areas, results, actions, and success indicators. It is also useful to form questions for summative and formative evaluations.
[End Screen C-13 of 13]
[End of Module C]
Modules | Module A: overview | Module B: plan | Module C: build | Module D: evaluate | Module E: report |
Other Resources | Orientation | Logic Model | Cases | Glossary | Credits | Enhanced version |