Using Program Theory and Logic Models in Evaluation |
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Instructor: Dr. Patricia Rogers Description: It is now commonplace to use program theory, or logic models, in evaluation as a means to explain how a program is understood to contribute to its intended or observed outcomes. However, this does not mean that they are always used appropriately or to the best effect. At their best, logic models can provide conceptual clarity across complex programs, motivate staff, and focus evaluations. At their worst, they can divert time and attention from other critical evaluation activities, provide an invalid or misleading picture of the program, and discourage critical investigation of causal pathways and unintended outcomes. This course focuses on developing useful logic models, and using them effectively to guide evaluation and avoid some of the most common traps. It begins with the assumption that participants already know something about logic models and program theory* but come with different understandings of terminology and options. Application exercises are used throughout the course for demonstration of concepts and techniques: (a) as ways to use logic models to positive advantage (e.g., to identify criteria, develop questions, identify data sources and bases of comparison); (b) ways they are used with negative results (e.g., focusing only on intended outcomes, ignoring differential effects for client subgroups, seeking only evidence that confirms the theory); and (c) strategies to avoid use traps (e.g., differentiated theory, market segmentation, competitive elaboration of alternative hypotheses). Participants receive the instructor's co-authored text, Program Theory in Evaluation (New Directions in Evaluation, Jossey-Bass, 1999).*Note: Prior to attendance, those with no previous experience with program theory should work through the University of Wisconsin Extension 's course in 'Enhancing Program Performance with Logic Models' available at no cost at http://www.uwex.edu/ces/lmcourse/ Certificates: CEP IC.a or CAEP IIC.a |