The Logic Model
For more than 20 years, the Logic Model process has been used by program managers and evaluators to determine and describe the efficacy of their programs. As an evaluation tool, it describes logical linkages among program resources, activities, outputs, audiences, and short-, intermediate-, and long-term outcomes related to a specific problem or situation. Once a program has been described in terms of the logic model, critical measures of performance can be identified (McLaughlin, J.A. & G.B. Jordan. 1999).
Role of the Logic Model in Evaluation
To have an effective evaluation, one must have a thorough and comprehensive understanding of the program to be evaluated. This leads to objectivity, efficiency and fairness in evaluation. This is where the Logic Model comes into play.
Basically, The Logic Model serves as the foundation for evaluation. It answers the questions what is the program about, what are its resources, how does it work, what does it achieve, and etc.
Components of the Logic Model
Basically, the Logic Model has three components namely INPUTS, ACTIVITIES and OUTCOMES.
These three basic components provide the qualitative information in the Logic Model. In order to measure this qualitative information, outputs and indicators must be introduced.
SITUATION
This is the beginning point of the development of the logic model. It is the originating problem, or issue, set within a complex of sociopolitical, environmental and economic circumstances.
INPUTS
These are the things that go into the program: the resources and contributions that are invested. Examples of these are the staff, money, time, equipment, partnerships, and the research base.
OUTPUTS
These are the things that the program does and the people it can reach, including activities, services, events, products and the people reached.
OUTCOMES
These are the results. These may include short-term benefits (changes in awareness, knowledge, skills, attitudes, opinions and intent), medium-term benefits ( changes in behaviors,
decision-making and actions) and long-term benefits (often called impact) such as changes in social, economic, civic, and environmental conditions.
ASSUMPTIONS
These are the beliefs about the program, the people involved, and how the program will work.
Assumptions include ideas about the problem or situation; the way the program will operate; what the program expects to achieve; how the participants learn and behave, their motivations, etc.; the resources and staff; the external environment; the knowledge base; and the internal environment.
EXTERNAL FACTORS
These are the aspects external to the program that influence the way the program operates. Dynamic systems interactions include the cultural milieu, biophysical environment, economic structure, housing patterns, demographic makeup, family circumstances, values, political environment, background and experiences of participants, media, policies and priorities, etc.
In relation to Output 1 where I cited the milestones for both Inclusive Education and Multi-Lingual Education, the Logic Model may be used as follows:
|
Program |
Proposed Titles |
Logic Model phase |
| Inclusion | 1. Efficacy of After-School Remedial Program for Preschoolers with Dyslexia2. Evaluating the Efficacy of Using Word Families in Teaching Preschoolers with Dyslexia in the Regular Classroom |
Activities Input |
| MLE |
|
Input Input |
References:
Logan, D., Piperno, R., MacFarland, F., & Bargamian, D. (December 1994/January 1995). Educational Leadership. available at
http://www.uni.edu/coe/inclusion/philosophy/benefits.html accessed: October, 2008.
The Logic Model Workbook. Innovation Network, Inc. available at
http://www.innonet.org/client_docs/File/logic_model_workbook.pdf
McLaughlin, J.A. and G.B. Jordan. 1999. Logic models: a tool for telling your program’s performance story. Evaluation and Planning 22:65-72.
McCawley, P. (2000). The Logic Model for Program Planning and Evaluation. University of Idaho:Idaho.
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