Презентация на тему Ffff

able to analyze and interpret the program data I

gather

a plan
Code, enter, clean
Analyze
Interpret
Reflect
What did we learn?
What conclusions can

we draw?
What are our recommendations?
What are the limitations of our analysis?

sure the questions and your data collection instrument will

get the information you want.
To align your desired “report” with the results of analysis and interpretation.
To improve reliability--consistent measures over time.

the evaluation
Questions
What you hope to learn from the question
Analysis

technique
How data will be presented

a numerical format
Collected in a standardized manner
e.g. surveys, closed-ended

interviews, tests
Analyzed using statistical techniques

are more generalizable than qualitative data.
Stating limitations weakens the

evaluation

many people answered a, b, c, d?
the average number

or score?
a change in score between two points in time?
how people compared?
how many people reached a certain level?

program evaluation—generally require randomization, large samples, and/or control groups

keep all forms (questionnaires, interviews, testimonials)
Check for completeness and

accuracy
Remove those that are incomplete or do not make sense

computer
http://learningstore.uwex.edu/Using-Excel-for-Analyzing-Survey-Questionnaires-P1030C0.aspx

(database mngt)
Quantitative analysis: SPSS (statistical software)
Qualitative analysis: Epi info

(CDC data management and analysis program: www.cdc.gov/epiinfo); In ViVo, etc.

findings that surprised you?
Are there things you don’t understand

very well – further study needed?

smokers
(n=55)


 
8
(15% of smokers)


 
33

(60% of smokers)

 
14
(25% of smokers)

 
Non-smokers
(n=200)

 
170
(86% of non-smokers)

 
16
(8% of non-smokers)

 
12
(6% of non-smokers)

 
Total 
(N=255)

 
178
(70% of all respondents)

 
49
(19% of all respondents)

 
26
(11% of all respondents)

to both pre and post should be discarded
Decide:
Report

individual change or combined change?
Compare to a standard?


See PD&E Evaluation Quick Tip 30

significant to you?
The number of club officers reporting strong

or very strong knowledge of parliamentary procedure increased from 4 (50%) to 6 (75%).
The number of club officers reporting at least some knowledge of parliamentary procedure increased from 5 (63%) to 8 (100%).
50% of the 8 participants reported an increase in their knowledge of parliamentary procedure.
Self-reports of knowledge of parliamentary procedure on a scale from 1=minimal to 4=very strong averaged 2.375 before the training and 3.0 after.

Rate your knowledge of parliamentary procedure : 1=minimal 2=some 3=strong 4=very strong

reports:
Be prepared to discuss limitations
Be honest about limitations
Know

the claims you cannot make
Do not claim causation without a true experimental design
Do not generalize to the population without random sample and quality administration (e.g., <60% response rate on a survey)

in detail and description.
Data often in a narrative format
Data

often collected by observation, open-ended interviewing, document review
Analysis often emphasizes understanding phenomena as they exist, not following pre-determined hypotheses

than quantitative analysis

audio taped)
Read transcripts
Highlight quotes and note why important
Code quotes

according to margin notes
Sort quotes into coded groups (themes)
Interpret patterns in quotes
Describe these patterns

related to arts and communications programs?

different from other projects?
When I was little, fair was

never that exciting to me. I didn’t realize how much else there was to do. It’s shown me how many different things you could do and get money for it, so you can’t go wrong.
Art projects are more personal. It’s more of an expression of yourself. Where with an animal, you just show the animal off. With art, you show you can do something good.
(lots of agreement with this).
Q. What about A&C helps with communication?
You’re forced into the situations. A lot of clubs require demonstrations. The first year, everyone encouraged me just to talk.
To have someone push you along the way helps.
In a 4-H Club, you get to be friends. It’s more like family.
If you’re ticked off at your family, you can go up to your room and draw. Feel better.
It feels more comfortable because you’re not the only one. People at school say, “she’s an arts nerd.” You can relate to them. And even they’re so diverse. You cram people in and say you’ve got to get along.
With school, you only go part of the year. With 4-H, it’s all year a few times a month. At school, it’s every single day. It’s too much.
Q. How have you been changed?
Entering art in fair has made me not worry so much about what other people think about my work. I’ll take into consideration what they say, but most of it’s opinion. They can have their own style through photography and I can have mine through sketching.
I think it depends on the suggestion. I usually consider it a lot and it might help me or it might not.
It’s always there in the back of your mind at least.
It’s your own style. If people say, you could change this, I can say thank you for your input, but I’m not worried.
Q. How is 4-H different from other school and community experiences?
Working with people from all over the state and bring their ideas back. Also, how they’re doing the Madison cow parade. I wouldn’t have even heard about that. This year I have one of the micro-cows that was selected.
School is an assignment. You have to do that project. Where 4-H you can do any kind of art, any way you want to do it.
But at school, you can also exhibit. You can get opinions from an art teacher like from a judge. It’s not that different except that you can do what you want.
Although you do learn a lot of techniques from school that you might not learn from 4-H.

arts and communication programs providing the 4 Essential Elements?
Generosity

Opportunity to value and practice service for others
Belonging An inclusive environment and safe environment
Independence Opportunity to see oneself as an active participant in the future; Opportunity for self-determination
Mastery Engagement in Learning and Opportunity for Mastery

to context (e.g. keep track of who said what)
Account

for outlying and surprising statements
Triangulate