Upload
dorcas-howard
View
218
Download
1
Tags:
Embed Size (px)
Citation preview
Setting Goals and Objectives
CHSC 433Module 2/Chapter 6L. Michele Issel, PhD
UIC School of Public Health
Learning ObjectivesWhat you ought to be able to do by the end of this module:
1. Develop a measurable objective.2. Determine an appropriate target value
for the outcome.3. Distinguish between process and
outcome objectives.4. Explain the connection among program
theory, program objectives, and the evaluation plan.
Goals and Objectives
Goals are broad, not measurable, are related to the distal outcome and the conceptual hypothesis.
Objectives are specific, measurable. •Process objectives are related to the
organizational and service utilization plan.•Outcome objectives are related to the
action hypotheses and impact theory.
Comprehensive Program Theory in Two Phases
Program Theory
Impact TheoryProcess Theory
Service UtilizationPlan
(Activities, Interventions)
OrganizationalPlan
(Inputs, capacity)
Outputs(Products)
Longer termOUTCOMES
InitialOUTCOMES
(Impact)
Planningand
ThinkingFoundation
Process Objectives Impact and Outcome Objectives
ProgramDelivery
andImple-ment-ation
Reality
Process - EfectQuestions
Who does it with or to clients
How many clients receive the program
How often do it with or for clients
How much intervention clients get
What do with or for clients
What is different about clients because of the program
How much or great is the difference clients experience
How soon and long do clients experience the benefits
Set Target Numbers for Process Objectives
Based on past experience with program Based on budget constraints Based on mandates, requirements
For critical elements of organizational plan
For critical elements of the service utilization plan
Attention to Process
Process Evaluation is important Process Evaluation is distinct from
Impact or Outcome Evaluation Process Evaluation is more like QI,
TQM, CQI, QA combined
Set Target Numbers for Effect Objectives
Based on past experience with program
Based on published norms
Based on community norms
Based on local and national trends data
Based on pie-in-the-sky hopes and estimates
Based on synthetic estimates using epi data
Making Objectives Measurable
State a target number, such as a %, rate, number, a score.
Each objective is related to a distinct, unique action or outcome; contains only one idea.
Replace “increase” with “will be”
Formula for Objectives
Statement written in the following format is an ideally stated objective:
By when, Who Will do What by How much
Examples of Effect Objectives
By 9/02, 80% of clients will achieve a [score on] ADL level of independence.• Indicator of physical impact is ADL level
By 10/03, 80% of clients not have serious depression for at least six months after treatment.• Indicator of psychological impact is depression
Setting Targets
Review the detailed information in the textbook on setting
targets, especially for effect objectives
Synthetic Estimates
Apply known rates to target population• Basically just doing the math
Less accurate with smaller target population
From Objectives to Data
Outcome Objective #1
Indicator A Data Collection Method Data Source Indicator B Data Collection Method Data Source Indicator C Data Collection Method Data Source
Create a table based on the above connections. Can add a time line for data collection.
Measure Program Impact Across the Pyramid
Direct Health Care
Services____________________
Enabling Services___________________________
Population-Based Services___________________________________
Infrastructure Services
For Educational Objectives
When you write curriculum for health program, here are tips to writing student learning objectives (also good for your practicum objective writing)
Learning objectives Learning domains
Model of Relationships
Student Learning
Pedagogy (Content, Learning
Strategies, Activities)
Student Learning
ObjectivesTest
Achievement of Learning
Objectives
Generic Learning Objective
By the end of this course, the student will be able to:•[Use a cognitioncognition verb]
•[Use an affectiveaffective verb]
•[Use a psychomotorpsychomotor verb]
Learning Objectives Express:
Student outcomesResults from the courseChanges in the students
NOTWhat the student does (process)What the faculty does (process)
Cognition Levels (simple to complex)
Knowledge Comprehension Application Analysis Synthesis Evaluation
Affective Levels (Simple to Complex)
Receiving phenomenon
Reacting to phenomenon
Valuing
Organizing values into priorities
Internalizing values
Psychomotor Levels (simple to complex)
Perception Readiness to act Guided response Mechanism Complex overt response Adaptation Origination
Learning Objectives: Find the 2 Good and 1 Bad Example
By the end of this course, students will Be able to write a paper on the relative
importance of social factors contributing to health disparities (cognition)
Be able to conduct multivariate statistical analysis on secondary data sets (psychomotor)
Engage in advocacy activities designed to address health disparities (affect)
Resources for Writing Objectives
Right click on hyperlink, then click on “Open in new window”
Overview of cognitive, affective and psychomotor domains:http://www.nwlink.com/~donclark/hrd/bloom.html Bloom’s taxonomy along with possible verbs for use in testing:http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htmhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.kcmetro.cc.mo.us/longview/ctac/blooms.htmhttp://www.teachers.ash.org.au/researchskills/dalton.htm