Assessment encompasses both "assessment" and "evaluation" techniques. From our validation work, we found that some practitioners did not distinguish between these two terms in the same way that researchers or professional evaluators might. Thus, this category includes ways that programs check to see if they are achieving their goals as well as whether audiences are reaching certain learning objectives. The questions about assessment we answer are:
● How do informal physics programs assess or evaluate themselves?
● What tools do practitioners use for the evaluation or assessment of their program?
● How are evaluation and assessment used to improve informal programs?
Facilitators of only a third of the programs indicated that their program does some sort of evaluation or assessment. These programs used pre/post or just post surveys after events (either emailed or paper) to get feedback from the audience. The exception was one program that is part of a national lab with large NSF funding; this program does more extensive evaluation and research project on the program.
For the programs that did not report formal assessments, we do know from follow-up interviews that lead facilitators often have anecdotal evidence and other informal evaluation measures, such as gauging audience attendance from event to event, or observing audience vocal response and body language.
Challenges to Assessment: We are not surprised by the fact that most informal physics programs have little systematic evaluation or assessment built into their programs. It takes significant resources to collect and analyze this information even if for internal evaluation only. Conducting broader assessments or doing research is even more resource intensive and also requires expertise that many of the lead facilitators do not have as part of their training. Typical assessments for formal physics learning environments are simply inappropriate for informal activities due to voluntary, often short-term, and varied backgrounds of the audience. Typical formal education assessment techniques, like grades, standardized tests, and even pre/post surveys do not necessarily provide useful information for informal settings, where audiences may opt out of them.
Many lead facilitators also express a strong desire to do more formal assessments. Assessment seems like a key area of growth for informal physics practitioners going forward. In the informal STEM community, there are embedded assessment techniques that are often employed - practitioners in physics could benefit from becoming familiar with these tools.