Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

archiAAD 640, Unit 12: Evaluation and Follow up

No description
by

UK Arts Administration

on 6 October 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of archiAAD 640, Unit 12: Evaluation and Follow up

Unit 12:
Evaluations and Follow up
1. Evaluation Planning
2. Basic change theory and the Logic Model
3. The four elements of the Logic Model are
4. Evaluation and development plan

What would success look like?
“a picture of how your organization does its work - the theory and assumptions underlying the program. A program logic model links outcomes (both short and long-term) with program activities/processes and theoretical assumptions/principles of the program”
Logic Model Statement: “IF we introduce young people to local history, give them a chance to respond to that history, and make them responsible for teaching others that history, THEN they will have a new respect for where they live.
Logic Model Statement: “IF young people participate in this free program, THEN they and their parents will be inspired to get out and participate in other programs.”
In a one-day arts program, students are taught basic arts skills
In a five-month, once per week writing class, students will learn about and respond to local history
Over the course of a year-long partnership, collaborators will develop stronger relations
In a one-day arts program, students will develop greater self-esteem (How is this measurable? Can self-esteem be improved in a day? What about external variables beyond the organization’s control?)

As the result of a multifaceted arts program for teens, the community at large will be more aware of teens (how is this guaranteed and measured?)

Through a student performance, educators will see the role of theatre in increased literacy, comprehension, community involvement, pride and responsibility (All educators? Again, how is this measured?)
S Specific - the outcomes must be specific with no ambiguity
M Measurable - can you qualitatively or quantitatively measure the outcomes?
A Action-oriented - are the outcomes change vehicles?
R Realistic - are the outcomes realistic given the inputs, activities and outputs?
T Timed - are the outcomes achievable in one day, month, year, etc
Where do you hope to effect change?
Where will you look to see change?
What does success look like?
A. Track the plan’s progress
B. Keep the plan current
C. Use reports to look for variances
D. Adapt the plan
Evaluation planning
Logic Model:
“a picture of how your organization does its work - the theory and assumptions underlying the program. A program logic model links outcomes (both short and long-term) with program activities/processes and theoretical assumptions/principles of the program”
“a picture of how your organization does its work - the theory and assumptions underlying the program. A program logic model links outcomes (both short and long-term) with program activities/processes and theoretical assumptions/principles of the program”
“a picture of how your organization does its work - the theory and assumptions underlying the program. A program logic model links outcomes (both short and long-term) with program activities/processes and theoretical assumptions/principles of the program”
“a picture of how your organization does its work - the theory and assumptions underlying the program. A program logic model links outcomes (both short and long-term) with program activities/processes and theoretical assumptions/principles of the program”
Preface: Our young people think that where they live is lame.
Preface: The reason young people don’t take advantage of the arts opportunities in the area is they don’t know about them.
Preface: The reason young people don’t take advantage of the arts opportunities in the area is they don’t know about them.
Preface: The reason young people don’t take advantage of the arts opportunities in the area is they don’t know about them.
Logic Model Statement: “IF young people participate in this free program, THEN they and their parents will be inspired to get out and participate in other programs.”
Logic Model Statement: “IF young people participate in this free program, THEN they and their parents will be inspired to get out and participate in other programs.”
In a one-day arts program, students are taught basic arts skills
In a five-month, once per week writing class, students will learn about and respond to local history
Over the course of a year-long partnership, collaborators will develop stronger relations
In a one-day arts program, students are taught basic arts skills
In a five-month, once per week writing class, students will learn about and respond to local history
Over the course of a year-long partnership, collaborators will develop stronger relations
In a one-day arts program, students are taught basic arts skills
In a five-month, once per week writing class, students will learn about and respond to local history
Over the course of a year-long partnership, collaborators will develop stronger relations
In a one-day arts program, students will develop greater self-esteem (How is this measurable? Can self-esteem be improved in a day? What about external variables beyond the organization’s control?)

As the result of a multifaceted arts program for teens, the community at large will be more aware of teens (how is this guaranteed and measured?)

Through a student performance, educators will see the role of theatre in increased literacy, comprehension, community involvement, pride and responsibility (All educators? Again, how is this measured?)
In a one-day arts program, students will develop greater self-esteem (How is this measurable? Can self-esteem be improved in a day? What about external variables beyond the organization’s control?)

As the result of a multifaceted arts program for teens, the community at large will be more aware of teens (how is this guaranteed and measured?)

Through a student performance, educators will see the role of theatre in increased literacy, comprehension, community involvement, pride and responsibility (All educators? Again, how is this measured?)
S Specific - the outcomes must be specific with no ambiguity
M Measurable - can you qualitatively or quantitatively measure the outcomes?
A Action-oriented - are the outcomes change vehicles?
R Realistic - are the outcomes realistic given the inputs, activities and outputs?
T Timed - are the outcomes achievable in one day, month, year, etc
S Specific - the outcomes must be specific with no ambiguity
M Measurable - can you qualitatively or quantitatively measure the outcomes?
A Action-oriented - are the outcomes change vehicles?
R Realistic - are the outcomes realistic given the inputs, activities and outputs?
T Timed - are the outcomes achievable in one day, month, year, etc
Where do you hope to effect change?
Where will you look to see change?
What does success look like?
Where do you hope to effect change?
Where will you look to see change?
What does success look like?
C. Use reports to look for variances
C. Use reports to look for variances
C. Use reports to look for variances
C. Use reports to look for variances
Full transcript