The organization of our work can be explained through the use of a logic model. Here we have documented our process in a flow diagram to show the links in our chain of reasoning:
The term "logic model" comes from the evaluation field, but these models don’t just belong to evaluators or the evaluation plan. As the term suggests, they are a basic element of programming that communicates the logic behind a program, its rationale. A logic model’s purpose is to communicate the underlying "theory" or set of assumptions or hypotheses that program proponents have about why the program will work, or about why it is a good solution to an identified problem.
Logic models are typically diagrams, flow charts, or some other type of visual schematic that conveys relationships between contextual factors and programmatic inputs, processes, and outcomes. Logic models can come in all shapes and sizes: boxes with connecting lines that are read from left to right (or top to bottom); circular loops with arrows going in or out; or other visual metaphors and devices. What these schemata have in common is that they attempt to show the links in a chain of reasoning about "what causes what" in relationship to the desired outcome or goal. The desired outcome or goal is usually shown as the last link in the model (Schmitz & Parsons, downloaded from Insites.org on September 5, 2006).
Below is the logic model developed by the TEAM Working Group for this project. We encourage you to develop a logic model for your program if you have not done so already. To assist you in this process, here is a blank logic model template, as well as a logic model template with prompts:
Blank Logic Model Template (MS Word)
Logic Model Template With Prompts (MS Word)
Statement of Purpose
To generate an assessment and evaluation process (including valid and reliable modules and tools) for professional, not-for-profit American theatre education staff.
How can assessment be used to improve teaching and learning in education departments in American theatres?
1. How are theatre education departments currently measuring learning?
2. What are the different instruments currently being used in the field?
3. What are the most effective ways to uncover evidence of student learning?
4. Which assessment instrument is appropriate to use based on desired evidence?
As a result of this work, not-for-profit theatre education staff will:
1. Examine the essential steps to conducting authentic assessment and evaluation (Questionâ€”>choose assessmentâ€”>collect evidenceâ€”>).
2. Define effective practices in assessment and evaluation in the arts, specifically theatre.
3. Explore protocols and instruments that can be used to assess student learning to uncover appropriate qualitative or quantitative data.
4. Examine the natural connections between assessing to improve programs and to fulfill funding requirements.
5. Develop templates that reflect effective practice to assess program design and participant learning and engagement.
6. Recommend template that can be adapted for use in a variety of settings.
1. Understand a process for assessment and evaluation.
2. Be able to use valid and reliable assessment and evaluation instruments to measure participant learning.
3. Be able to design and refine tools to effectively assess and evaluate their own programs.
1. Assess need from the field.
2. Develop logic model.
3. Create a list of the currently collected protocols.
4. Publish Centerpiece article on TEAM.
5. Review and vet collected assessments.
6. Create traits and questions of protocols.
1. Create 1-12 models to be used nationally.
2. Align to state and national standards.
3. Develop modules for terminology and understanding.
4. Develop modules for process of standards, evidence, assessment.
5. Develop modules for types of assessment (Observation, Performance Task, Portfolio, Survey).
1. Present findings to field in a variety of settings.
2. Present at June 2007 TCG National Conference.
3. Determine appropriate distribution through portal of TCG website.