Volume 3, Issue C ::: September 1999
Documenting Outcomes |
||
Student |
Program |
|
Inputs - factors available for performance |
Previous educational experience Life experiences Goals Abilities Commitment Needs Temperament (e.g., shyness) Challenges, e.g, L.D, child care, transportation |
Building, equipment Staff Curriculum Materials Goals Volunteers Technology |
Process -
the educational
and organizational processes contributing |
Intake interview Orientation Reading, writing, math activities Social interactions School governance activities Testing & assessments Discussion/analysis Cultural expressions Computer use
|
Planning Record-keeping Assessment Scheduling Instruction Staff development Advice, guidance, support Connecting to human services, etc |
Outputs - the immediate results of services provided |
Test scores Journals More comfort in class GED Resume Certificates Documentation of improved performances |
# of classes offered # of hours of instruction # of students Staff development activities |
Outcomes - the longer-term results of education for programs |
New reading, writing, math practices Changed self-concept Checking/savings account Computer skills individuals and New goals Changed/new skills Driver's license/CDL license Workforce skills. Citizenship A job Job promotion |
Aggregation of student outcomes test scores GED student goals met Teacher changes Records kept Improvement in program (PQI) Changes in administration philosophy |
Impacts - changes in community brought about by changes in learner's lives | Children more involved in school; increased use of public resources; more activity in civic life; pressure to improved neighborhoods; better educated/developed workforce |
Updated 7/27/07 ::
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