Process Indicator and Outcome Indicator Discussion
| Order ID |
53563633773 |
| Type |
Essay |
| Writer Level |
Masters |
| Style |
APA |
| Sources/References |
4 |
| Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Process Indicator and Outcome Indicator Discussion
Please share a process indicator and an outcome indicator. It can be one of yours or it can be a random one from somewhere else.
For each indicator, please assess using SMART criteria (specific, measurable, achievable, relevant, time-oriented).
Your initial post is due by Thursday of Week 7 at 11:59 pm.
By Saturday of Week 7 at 11:59 pm, you need to respond to at least two classmates on their posts. Respond in one or more of the following ways:
Expand on the colleague’s posting with additional insight and resources.
Offer polite disagreement or critique, supported with evidence.
Compare and contrast their key points with yours.
———
Assignment 2 :
This seventh and final component of your final project has two (2) parts:
Describe your evaluation plan in 1-2 pages (double spaced) and include the following criteria:
What are the purposes of the evaluation (at least two)?
Who will use the evaluation results?
How will they use the evaluation results (at least two)?
What do other key stakeholders need from the evaluation?
** You may wish to refer to Introduction to Program Evaluation for Public Health Programs: A Self-Study Guide (CDC, 2011, p. 45-46) in the Module 7 readings.
Create a one-page table of at least three process indicators and at least three outcome indicators, along with each of their data collection methods/sources.
** You may wish to refer to Introduction to Program Evaluation for Public Health Programs: A Self-Study Guide (CDC, 2011, Table 4.3, p. 64) in the Module 7 readings.
First post :
Process indicator:
Through discussion sessions, the percentage of physical activity for older women, participating in the awareness conference, to be increased for at least 10 minutes daily, within a week since the launch of the conference.
I set the indicator upon the SMART Goals guideline. It is specific because it is targeted the senior women who will join the conference. And it is measurable, based on the selected measured time which is 10 minutes per day. Due to the limited time set on a daily basis, it made it attainable. It is actually relevant because the goal of my programs is to improve bone health, and physical activity is one of the prevention methods. Lastly, Determining the measurement in a week makes it time-based.
Outcome indicator:
After the conference ended, the percentage of physical activity for the senior participants in the awareness conference was raised to 20 minutes per day, for at least two weeks, and to ensure their full conviction of the importance of this activity for their physical health.
Specific: Senior women who joined the conference.
Measurable: 20 minutes per day.
Attainable: Fairly easy and achievable.
Relevant: Related to the main objective of the program.
Time-based: At the conference completion.
——
Post 2:
The program process indicator consists of activities or outputs on logical models such as products and deliverables of the activities. The measures of the activities and outputs show that the program is implemented effectively.
Process Indicator: Mental Health
Mental health counseling program aims at reducing gender-based violence among married couple. Couples married between 2-10 years attended the counseling program facing different issues due to the pandemic. It aims at reducing gender-based violence caused by mental illness and stability by 10% in approximately 5 to 6 months of participation within the program.
SMART Criteria
S-Specific
Married couples married for 2-10 years attended the counseling program.
M-Measurable
Reduction of gender-based violence among couples by 10%.
A-Achievable
Development of educational programs and resources.
R-Relevant
Realistic and attainable lifestyle quality change among married couples.
T-Time Oriented
Approximately 5 to 6 months of participation in the program.
Outcome Indicator
Outcome indicators symbolize short, intermediate, and long-term outcomes within a logical model.
Outcome Indicator: Increase mental stability
In conclusion, the program facilitates stable mental health of husbands and wives who believe that there is a correlation between mental health and gender-based violence. Hence 5% response to the effectiveness of the program.
SMART Criteria
S-Specific
Husbands and wives that attend the mental counseling program.
M-Measurable
5% increase response to the effectiveness of the program.
A-Achievable
Mental health stability.
R-Relevant
Developing the correlation between mental health and gender-based violence.
T-Time-Oriented
Conclusion of the counseling program.
|
RUBRIC
| QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
| Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
| Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
| Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
| Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Process Indicator and Outcome Indicator Discussion
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