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The Process of Building Outcomes Joanne Jacobs Sharon Perkins
Assessment Paradigm Shift from Process to Product
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: Standards Cognitive credentialing exams Psychomotor clinical & lab skills documentation Affective 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: change continue to monitor Make a change ? 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 statement They 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.
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