The Process of Building Outcomes

Joanne Jacobs

Sharon Perkins

Assessment

Paradigm Shift from

ProcesstoProduct

Outcome Assessment Sequence

Identify Goal Statement

What is our intended outcome?To graduate a . . .. . . . . . . . .

Must be MEASURABLE!

Process“The course toward a result”

Resource Matrix Resource Purpose of resource Measurement system Analysis Action plan

Evaluation“To examine carefully, to appraise”

1. Goal statement

2. Standards

3. Measurement systems

Evaluation: Goal statement

Goals = Ends or results the program or institution wants to achieve

To graduate a competent (respiratory care practitioner)

Evaluation:

StandardsCognitive

credentialing examsPsychomotor

clinical & lab skills documentationAffective

behavioral characteristics surveys

Evaluation:

Measurement systems

Must correlate with standard being measured

Can include: Testing, Surveys, Portfolios

Analysis“To examine parts of something”

1. Program (goals & standards, cut scores)

2. Resource (matrix)

3. Student Tracking Applied Enrolled : Graduated = Attrition Cohorts (stop-outs, drop-outs) Employed

Action Plan

Based on analysis of areas measured, ask:

Make a change change ? continue to monitor continue to monitor ?

Intervention

Implement action plan

Document implementation

Note changes in next measurement cycle

Sequence continues

Outcome“result, end product, consequence”

Outcomes should support goal statementThey include what the students

demonstrated/accomplished or

what the program achieved.

This sequence becomes an ongoing “quality assurance” routine that allows for timely intervention to ensure that the institution/program is meeting the

outcome goal statement.