Creating A Measurement Strategy For Program Outcomes

Creating A Measurement Strategy For The Program Outcome Questionsprogr

Creating a Measurement Strategy for the Program Outcome Questions Program Name: First Place for Youth-Independent Living skills program. Outcome Evaluation Questions and Measures: Based on your outcome question, you will need to identify an existing measure that you will propose using to help answer that question. You may draw this from an existing empirical article OR search using one of the databases for assessments and instruments such as PsycTests or Health and Psychosocial Instruments. In one pages, include the following 1. Describe how you will operationalize your outcome question.

What specific type of behavior, knowledge or attitudes will you look for? 2. Find an existing measure from a credible source (peer reviewed study, evaluation report, or measurement clearing house) and describe the measure. If the measure has a name, include the name, for example, “The Beck Inventory of Clinical Depression’. In your description of the measure, include a description of the construct (what is being measured), what type of measure it is (survey, interview, observation protocol, etc.), how the measure is typically administered (self report, trained observer, etc.) Give an example of a question from the measure if that is available. 3. Discuss the strengths and limits of this measure for answering your evaluation question. How well does this measure address your evaluation question? Do the authors provide information about the reliability and validity of your measure? What does that information tell you about whether that measure can be trusted? 4. How would you use this measure in your study? For example, would your clients fill out a survey online? In paper? Or would you interview your participants in person? By phone? Identify one strategy you would use to make sure you do this well. First Place for Youth-Independent Living skills program Logic Model: Resources Activities and Processes Short-term Outcomes Long-range Outcomes · First Foundation program · Seneca · Program staffs · Community resources and referrals · Personal counseling Workshops: · Self-advocacy · Financial literacy · College preparation · Cooking classes · Resume writing · Develop skills on academic, living and employment. · Guarantee their life with skills. · Relieve psychological pressure. · Graduate from high school. · Enroll in four years university. · Understand their strengths and weaknesses. · Have stable emotion. · Employment in community. · Develop financial management concept and ability. · Strengthen awareness of self-advocacy. · Have ability on independent living. Outcome Question: what effects bring to youth after they join the Independent Living program? · I will use internal consistency reliability to measure my outcome question (survey). · Internal consistency reliability: Do similar items within a scale yield similar results? · The assignment should be in APA format (the information that cite from the article must be clearly show the author name first). For example, As the xxx author point out that...... Creating a Measurement Strategy for the Program Outcome Questions Program Name: First Place for Youth-Independent Living Skills Program. Evaluators need to collect data using measures (also referred to as data sources, indicators, instruments) that adequately capture the information needed to determine if a program is working well.

Often, evaluators combining quantitative and qualitative measures to draw conclusions about a program’s processes or impacts, which the measure provides some information to the evaluators, and together, multiple measures can provide useful insights into a program. This activity provides an opportunity to consider measures that address real-world outcome evaluation questions. · Use the internal consistency reliability to measure the outcome evaluation question for the First Place for Youth-Independent Living Skills Program. · I will provide the outcome evaluation question and the credible source (question number 2) to complete the assignment. Skip to main content Brought to you by: San Jose State University Library Brought to you by: San Jose State University Library Close Journals & Books Register Sign in Brought to you by: San Jose State University Library Brought to you by: San Jose State University Library Close Journals & Books Register Sign In Help Download PDFDownload Export Advanced JavaScript is disabled on your browser.

Please enable JavaScript to use all the features on this page. Children and Youth Services Review Volume 27, Issue 8 , August 2005, Pages Initial internal consistency evidence on the Daniel Memorial Independent Living Assessment: A research note Author links open overlay panel SavvasGeorgiades Show more Get rights and content Abstract This study evaluated the internal consistency of the Daniel Memorial Independent Living Assessment (DMILA). This scale has been used extensively in the Independent Living (IL) intervention field with foster care youths across the U.S. in the last two decades. However, DMILA has unknown validity and reliability. The present study was based on a convenience sample and included 49 adults between the ages of 18 and 26 (mean age 20), who emancipated from Florida District 11's foster care system.

Data were collected via a mailed survey that included the DMILA test and a pre-addressed, postage-paid envelope. Results suggest that the DMILA assessment has mediocre reliability, with its most consistent subscales being interpersonal skills, money management skills, job seeking skills, and job maintenance skills. Based on statistical item deletion analyses, specific recommendations are concluded for improving the internal consistency of the DMILA scale. Previous article in issue Next article in issue Keywords Daniel Memorial Independent Living Assessment Independent living Florida Department of Children and Families Recommended articlesCiting articles (0) Recommended articles No articles found.

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