Readings for Module 4
Readings for Module 4
Measurable outcomes…impacts…assessments…Yikes!
For many, the idea of measuring the effects of your program is the single most daunting element of your work! With all that educators are juggling today, evaluation should not be painful. In fact, learning more about your efforts, with the hope of improving your approach and telling your story to others, can be very rewarding.
In a perfect world, we would all have had detailed course work in program evaluation, or we would be working with a highly trained program evaluation specialist. This typically isn’t the case, and many of our plates are too full to take the time to reflect and plan for evaluation.
With this in mind, we have created a simple evaluation toolkit. Our aim is to offer tools you can use in your programs, even while you are on the run. Although this approach should not replace a thorough, long term evaluation plan, it can provide you with very valuable information that you can use to improve a program, report results, and plan for the future.
Ideally, evaluation
- Begins when the program starts; in other words, before you begin your program you have a rough plan in place for how you’ll be measuring the desired outcomes in your participants.
- Is on-going. Throughout your program, you’ll check with your plan to see how it’s progressing, and perhaps modify it if you want more information.
- Includes at least three methods; this helps to strengthen validity.
- Is unbiased, objective, and neutral.
Learn more about evaluation guidelines, surveys, interviews, observation, creative expression and more at the Evaluation Toolkit for Garden-Based Learning Programs
Here you will also find a quick and easy guide for:
• Self Assessment
• Quality Circles
• The Quick Whip (see below)
• Straight Talk
More on Evaluating Student and Participant Understanding
"Considering how GBL serves as a dynamic interface for social, environmental as well as individual educational goals, what would be the best way to approach assessment of garden based learning outcomes and the effectiveness of a school gardening program?" Before we can determine how to assess garden-based learning, we need to know why assessment is needed (Subramaniam, 2003, p.9).
Theoretically, garden-based learning lays the groundwork for authentic assessment. Constructivist, experiential, and project based learning theories are based upon discovery, reflection and the co-construction of knowledge.
We can assess garden-based learning activities that meet educational and programmatic goals by involving program participants in the evaluation process. If you are working with youth in any setting, school or community, read Chapter 3 (pages 6-30) of "Garden-based Learning: Considering assessment from a Learner-centered Approach," take a good look at the components of authentic assessments in the garden that are discussed.
Additional Evaluation Overview
Consider these readings as you complete your assignments and posts in the discussion area.
"Garden Based Learning: Considering Assessment from a Learner-Centered Approach" http://www.ca4h.org/files/1314.pdf: pages 6-30