Enhancing youth development programs through logic model assessment. [Aumentar los programas de desarrollo juvenil a través de la evaluación del modelo lógico].

Resumen

Abstract

In traditional approaches to evaluation, emphasis is often placed on determining the ultimate outcomes or end products of a program. Consequently, little regard is given to those mediating outcomes that define the actual operations or fidelity of the program. This purpose of the article is to describe how a logic model can be used to evaluate the fidelity of youth development programming.  In describing the model several things are included. First, basic assumptions underlying program evaluation are described. These assist in understanding how and why programs are assessed.  Along with this, basic evaluation designs that have typically been used in evaluation efforts are presented. Next, a logic model which embraces the idea of looking at both process as well as product aspects of a program is presented.  A theory of change approach is used here (Connell  & Kibrich, 1998; Izzo, et al., 2004) where basic principles and strategies to the evaluation process are applied.  Finally, an example of how this approach is applied to a youth development sport program is provided. Immediate and intermediate outcomes are illustrated in the example and show how they create a pathway for impacting ultimate program outcomes. The expected end product from this portrayal is to offer a broader lens for effectively evaluating the efficacy of youth development programs.

Resumen

En los enfoques tradicionales de evaluación, a menudo énfasis en determinar el último resultados o productos finales de un programa. Por lo tanto, poca atención se da a los resultados que definen las operaciones reales o fidelidad del programa de mediación. Este propósito del artículo es describir cómo puede utilizarse un modelo lógico para evaluar la fidelidad de la programación de desarrollo de la juventud.  En la descripción del modelo se incluyen varias cosas. Evaluación del programa de supuestos básicos, primer se describen. Estos ayudan a comprender cómo y por qué se evalúan los programas.  Junto con esto, se presentan diseños de evaluación básica que se han utilizado típicamente en los esfuerzos de evaluación. A continuación, se presenta un modelo de lógica que plantea la idea de mirar tanto de proceso como de producto aspectos de un programa.  Una teoría del cambio de enfoque se utiliza aquí (Connell y Kibrich, 1998; Izzo, et al., 2004) donde se aplican los principios básicos y estrategias para el proceso de evaluación.  Por último, un examp... de cómo este enfoque se aplica a un programa deportivo es proporcionada. Los resultados inmediatos e intermedios se muestra en el ejemplo y mostrar cómo crean una vía para impactar los resultados del último programa. El producto final esperado de este retrato es ofrecer un lente más amplio para evaluar con eficacia la eficacia de los programas de desarrollo juvenil.

https://doi.org/10.5232/ricyde2017.04908

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