1 / 18

Successful Techniques for Assessing Informal Education Programs

Successful Techniques for Assessing Informal Education Programs. NMEA 2009 Pat Pokay Eastern Michigan University ppokay@emich.edu. A Few Questions First…. Why are you here? Write 3 things you already know about assessment. A Few More Questions…. How often do you assess your programs? 1-5

sherlock_clovis
Download Presentation

Successful Techniques for Assessing Informal Education Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Successful Techniques for Assessing Informal Education Programs NMEA 2009 Pat Pokay Eastern Michigan University ppokay@emich.edu

  2. A Few Questions First… • Why are you here? • Write 3 things you already know about assessment.

  3. A Few More Questions… How often do you assess your programs? 1-5 What % of your programs do you assess? 1-5 Which is the most true of your ed dept? • A) We don’t assess • B) We assess only informally, when developing the program - not when implemented • C) We assess every program, every session but don’t get to analyzing the data often • D) We assess and analyze almost all of our programs.

  4. NSF Domains for Informal Science • Engagement and Interest • Attitude • Behavior • Awareness, Knowledge, Understanding • Skills

  5. Approximately thirty science center educators were asked to brainstorm their answers to a series of assessment questions.

  6. Questions Asked • What types of outcomes are you concerned about? • What other information do you want from participants? • What roadblocks and difficulties do you run into when trying to assess programs? • What techniques have been successful in helping you carry out assessments?

  7. What are your outcomes ? • For participants: • Attitude and interest • curiosity; appreciation of environment • Action and behavioral change • Use in classrooms; networking • Increased stewardship; career paths • Knowledge

  8. What are your outcomes ? • For program: • Build credibility; encourage repeaters • Increase memberships and donors; increase exposure of program • Data to enhance/expand programs and stimulate new programs • Quantifiable outcomes for future funding

  9. What other information do you want from participants? • Baseline information • Demographics; knowledge; attitudes • Program choice • Why this one; other program interest; recommend to others; future needs; how do we compare? • How do they use the program info?

  10. Roadblocks • Assessment knowledge of staff • Conceptual knowledge • Tool design • Data analysis • Assessment implementation issues • Sampling and participants issues • Capturing participant feedback and observations • Need for time to assess within program • Accountability and Cost • Costs of assessment • Expectations of funders • Federal rules (IRB)

  11. Successful Techniques • Process • Timing issues (adequate time; embed in program; setting aside specific time for it) • Clarify value, directions, examples to participants • Staff • Time for reflection, interaction following evaluation • Rewards and money • Participant stipends for completion

  12. Key Ideas • Develop assessment that has more than one use • Embed assessments in program if possible • Example of KWL • Develop follow-up contact list with timetable for contacting participants • Use in classrooms • Networking

  13. Zebra Mussels in the Great Lakes

  14. Lesson on Zebra Mussels“What do you know?”

  15. Zebra MusselsAnalysis of Learning * No answer or one simple fact ** Simple, true statements, no interconnections among concepts *** Interconnected, complex statements about concepts in the lesson

  16. Zebra Mussels“What do you want to know?” Some student comments:

  17. Zebra Mussels“What do you want to know?”Analysis suggests: • May need introduction about the basics of zebra mussel ‘life’ in this program.

  18. In Sum… • Embedding assessment in lesson provides • Simple pre-post information • Student interest information for future programming It might be an option for assessing when time and resources are limited.

More Related