About The NJJEC Tutorial
This project was supported by Grant No. 2010-JF-FX-0063 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice.
Introduction
The NJJEC Tutorial comprises four modules. Important concepts related to performance measurement, evaluation, and evidence-based practices are conveyed through the story of Darcy Austen, a youth program director trying to combat rising juvenile crime.
Module One contains an overview of the learning objectives and a pre-quiz. Modules Two, Three, and Four provide information on program design, performance measurement, and evaluation. A progress bar at the top of your screen will show you how much of the module you have completed and how much remains. At the end of Module Four, a quiz will test your knowledge on the material. Please click the SUBMIT button after you complete each quiz. If you would like to have your responses and scores e-mailed to you, enter your name and e-mail address. The four modules and two quizzes will take approximately one hour to complete.

Tutorial Objectives
HOW TO NAVIGATE THE TUTORIAL: Navigate through the tutorial using the previous and next buttons provided at the bottom of the screen. The drop-down menu in the top right hand corner of your screen allows you to switch between modules. Move quickly to different topics within each module using the topical menu provided on the left hand side of your screen.
Each module has a set of learning objectives that progress from the previous module:

Pre-Quiz
Quiz for Module One
Welcome to the quiz for Module One! This quiz will be used to determine what you already know about performance measurement and evaluation. Please click the blue start button to take the quiz!
Question 1 |
A | Evaluation helps program managers identify the results they are trying to produce. Hint: This is an important reason, but take a look at the rest of the responses. |
B | Evaluation helps program managers identify whether program activities are producing desired results. Hint: This is an important reason, but take a look at the rest of the responses. |
C | Results from an evaluation can be used as a means to gain additional future funding. Hint: This is an important reason, but take a look at the rest of the responses. |
D | All the above. Hint: Excellent! All of these are good reasons for why juvenile justice programs should be evaluated. |
Question 2 |
A | Charts and graphs that display information. Hint: Close, but not quite! |
B | Documented information or evidence of any kind. Hint: Nice job, you are correct! |
C | Analyzed results from an evaluation. Hint: Close, but not quite! |
D | Facts about a program. Hint: Close, but not quite! |
Question 3 |
A | A program that does not meet performance expectations. Hint: Sorry, this is not correct. |
B | A program that has never been tried. Hint: Sorry, this is not correct. |
C | A program that is derived from evidence-based practices but has not yet been evaluated. Hint: Great job, this is correct! |
D | A program that has consistently demonstrated success. Hint: Sorry, this is not correct. |
Question 4 |
A | Program tasks contribute to meeting the program’s objective(s). Hint: Correct! |
B | Program tasks have a direction, timeframe, and target. Hint: Sorry, this is not correct. |
C | Program tasks are broad and that they offer a solution to the identified problem. Hint: Sorry, this is not correct. |
D | All of the above. Hint: Sorry, this is not correct. |
Question 5 |
A | True Hint: Great job, this is correct! |
B | False Hint: Sorry, this is not correct. |
Question 6 |
A | True Hint: This is not correct. You will learn more about EBP in the modules that follow. |
B | False Hint: Correct! |
Question 7 |
A | It has demonstrated success by credible evaluation. Hint: Great job, this is correct! |
B | It is well known. Hint: Not quite. |
C | It has an evaluation component. Hint: Not quite. |
D | It is capable of having an evaluation component, though it may not currently have one. Hint: Sorry, this is not correct. |
Question 8 |
A | You need to prove that at least more than one youth has the same problem. Hint: Close, but not quite. Check the other responses for a better choice. |
B | Data help to describe the magnitude and nature of the problem. Hint: Correct! |
C | Data sounds like a technical word that funding agencies would like. Hint: Incorrect. |
D | Data show that the program will work. Hint: Incorrect. |
Question 9 |
A | Budget constraints. Hint: Not quite. |
B | The linkage between the identified problem and the program you want to implement. Hint: Great job! |
C | Buy-in from community stakeholders. Hint: Not quite. |
D | Whether or not the program is well-known. Hint: Not quite. |
Question 10 |
A | Type of program, location of program, names of staff members. Hint: This is not correct. |
B | Goal(s), objectives, activities, performance measures. Hint: You are correct! |
C | Primary, secondary, tertiary. Hint: This is not correct. |
D | All of the above. Hint: This is not correct. |
Question 11 |
A | Data used to demonstrate the implementation of activities. Hint: Not quite! |
B | The tools used to measure a program's impact. Hint: Yes! |
C | Data sources. Hint: Close, but not quite! |
D | All of the above. Hint: Not quite! |
Question 12 |
A | A logic model should include at least one outcome measure for each activity. Hint: Look closely at the other responses. |
B | A logic model should include at least one outcome measure for each objective. Hint: YES! CORRECT! |
C | A logic model should include at least one goal for each performance measure. Hint: Look closely at the other responses. |
D | All of the above. Hint: Look closely at the other responses. |
Question 13 |
A | Data show whether or not a program was implemented properly and is meeting its objectives. Hint: Great job! |
B | Data look important. Hint: This is not the best response. |
C | If a program has data, it means it is effective. Hint: This is not correct. |
D | None of the above. Hint: This is not correct. |
Question 14 |
A | To link project goals, objectives, activities, and performance measures. Hint: Close, but check the other responses for a better answer. |
B | To maintain program focus and fidelity. Hint: Close, but check the other responses for a better answer. |
C | To provide a visual depiction of important program components. Hint: Close, but check the other responses for a better answer. |
D | All of the above. Hint: Great! These are all important reasons to have a logic model. |
Question 15 |
A | Before a program begins. Hint: Close, but not quite! |
B | In the early stages of program implementation. Hint: Close, but not quite! |
C | After a program has been operational long enough to have results. Hint: Close, but not quite! |
D | All of the above. Hint: Yes! These are all important times for a program manager to collect data. |
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