Evaluations

EVALUATIONS

In a classroom context, evaluation is not always straightforward. Traditional research techniques such as pre- and post-activity surveys may not be possible; and not all students have literacy skills needed for some types of surveys. Consider the following as you think through ways to evaluate your programs:

• • • 1. • Remember to tailor questions according to the goals of your program and goals of your evaluation (i.e., are you most interested in attitudes changes, in qualitative feedback, in linkages to curricular unit, etc.?).

           • 1. • Only aim to collect information that will help you assess and improve the program.

         • What type of format works best with students of your specific grade? For younger students, visual tools like sticker charts, drawing exercises, or verbal feedback can work best. For older students, a journal entry or survey may work better.

ExampleS

• • The LifeLab School Garden Evaluation Resource Document provides some examples of surveys that include questions about food attitudes, knowledge, and consumption.

  • Surveys, focus groups, and observation are all ways to evaluate program goals as are sticker charts and drawing exercises. Two sites that encourage evaluators to think about format: the Learning for Action site focuses on connecting to goals (see Setting Goals page), and this outcomes tool chart helps to identify the best format for a given program type.

  • My Environmental Education Evaluation Resource Assistant has an extensive toolkit on planning environmental education evaluations.

  • Partnership for Food Safety Education has created a toolbox called The Evaluation Guide for thinking through effective evaluation tools. Though this resource centers on food safety activities, it is a good reference for creating evaluation tools. There is some information available without registering, but registration is free and enables users to access more in-depth information about evaluations.