printable version of page Printer-friendly page

Focus On Basics

Volume 3, Issue C ::: September 1999

Documenting Outcomes
for Learners and Their Communities:
Inputs to Impacts Grid

 

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
to performance

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 :: Copyright © 2005 NCSALL