Digital Commons Network^™

Guidelines For Local Calserve Evaluation Reports, California Department Of Education

Evaluation/Reflection

The 1999-2000 Guidelines for CalServe Evaluation Reports are based on the local evaluation process that was initiated in the winter of 1998. The general purpose of the guidelines is to assist each partnership in the writing of its evaluation report. The overarching questions and the content of this year's guidelines are much the same as last year's, as are the mechanisms by which each partnerships to submit information about the outcomes of service-learning for students, teachers, school.school districts, and the community.

Service Learning And Assessment: A Field Guide For Teachers, Susan Bonthron, Rick Gordon

Evaluation/Reflection

Recent advances in understanding the human brain, intelligence, and how we learn¹ indicate that successful schools need to provide
• rich, safe learning environments that address multiple realms of intelligence;
• opportunities for experiential learning to promote construction of knowledge and understanding;
• opportunities to develop both intelligence and skills through mediated learning;
• opportunities to transfer learning through reflection; and
• balanced assessment measures that include portfolios and performance assessments as well as more conventional standardized tests.

Summary Report: National Evaluation Of Learn And Serve America, Alan Melchior, Joseph Frees, Lisa Lacava, Chris Kingsley, Jennifer Nahas, Jennifer Power, Gus Baker, John Blomquist, Anne St. George, Scott Hebert, Joann Jastrzab, Chuck Helfer, Lance Potter

Evaluation/Reflection

In 1993, the Nalional and Community Service Trust Act (PL. 103-82) established the Learn and Serve America School and Community-Based Programs to support school and Community-Based efforts to involve school-aged youth in community service. The Learn and Serve program is administered by the Corporation for National Service and funded through grants to states and national organizations, and through them to individual school districts, schools, and community organizations. In 1994-95, the first year of the program, the Corporation awarded approximately $30 million in grants supporting over 2,000 local efforts involving over 750,000 school-aged youth.

The Blossoming Of Service Learning Quality In Maryland Or "How Do We Know It's Getting Any Better?!", Luke F. Frazier

Evaluation/Reflection

It's almost 9:20 on a February morning and the parking lot at Edmondson-Westside High School is mostly quiet. Only a faint thump-thump-thump of the latest urban anthem wafts from a Nissan Sentra double-parked at the entrance. The sky threatens rain as our visiting group of Chicago educators steps from the van and hurries inside. The Chicagoans are here to examine urban service learning in all its glory. And although we have carefully selected sites for our visitors based on their reputations, I am still nervous. Nervous about the quality of what they will see. Nervous that the students won't really …

Youth Teaching Youth Survey, Angela Hauer

Evaluation/Reflection

The Youth Teaching Youth workgroup surveyed Minnesota's 87 counties in February and March of 1999 (Appendix A). 68 of the 87 counties responded, 78%. Of those that responded, 44% (30) currently have 'Youth Teaching Youth' programming and 56% (38) do not. Of those that responded to the survey as currently not having 'Youth Teaching Youth' programming, 35% said that it has occurred in their county in the past. In previous years Alcohol Decisions had been done in ten counties, Project 4 Teens had been done in six counties, and Talking with TJ and Self Kare for Kids have both been …

Reflection In Service Learning: Making Meaning Or Experience, Robert G. Bringle, Julie A. Hatcher

Evaluation/Reflection

Traditional methods of instruction based on lectures and textbook readings can be effective in some instances and for some types of! earning, yet many educators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context-specific learning. Students are taught a particular module of content, they are provided examples of how to solve particular types of problems, and then they practice solving these types of problems. However, when the nature of the problem is varied, or when similar problems are encountered in different …

Using Evaluation To Improve And Promote America Reads, Support & Training For Assessing Results

Evaluation/Reflection

This report covers: Project Objectives; Collecting Data; Sample Instruments; Analyzing Data; and Using Evaluation Findings.

Learn & Serve Higher Education: Semi-Annual Report, Association For Gerontology In Higher Education

Evaluation/Reflection

Content:

-Interview Forms:
Faculty, Student, Agency Directors

-Evaluation Forms:
Faculty, Student, Agency Directors

-Resource Directory (Southeastern Oklahoma State University)

-Intergenerational Service-Learning (University of Findlay)

-News Clippings

Evaluation Plan Checklist, Project Star

Evaluation/Reflection

Purpose of This Checklist: The Evaluation Plan Checklist will help you assess how "operational" your Evaluation Plan is. It has been designed to show what information is missing or not fully developed.

Why Use This Checklist: This Checklist will help ensure that your Evaluation Plans are clear and doable. It will provide tips to assist you in developing Evaluation Plans that stand alone and can be implemented by people new to the program. Implementing your evaluation should not depend upon some secret knowledge, or one person's memory of what sections of the Plan mean.

When to Use This Checklist …

Data Analysis, Project Star

Evaluation/Reflection

Data analysis acts as the "Construction Phase" of your evaluation. The process of data analysis includes deciding on the appropriate analysis to conduct for each question, preparing data for analysis, and summarizing results. For outcome data, the result of analysis should enable you to answer the question, "What changed because of AmeriCorps services?"

Basic Data Analysis Steps (Pre And Post Data Analysis, Post Data Analysis), Project Star

Evaluation/Reflection

This packet is intended to assist AmeriCorps staff members who have had little or no data analysis experience. This document illustrates a simple way to analyze information using the example of a youth reading attitude survey. For further information, call Project STAR (800-548-3656) or visit the Web page at http://projectstar.org.

The Abcs Of Reflection: A Template For Students And Instructors To Implement Written Reflection In Service-Learning, Marshall Welch

Evaluation/Reflection

Despite the importance and appeal of reflection in service-learning courses, many instructors and students struggle with implementing the process in a meaningful and practical way. This article provides a brief overview of the role of reflection and continues by describing a generic, user-friendly template for written reflection. The description includes an example to illustrate the approach and concludes with suggestions for holistic assessment procedures.

Self-Assessment Tool For Service-Learning Sustainability, Community-Campus Partnerships For Health

Evaluation/Reflection

This self-assessment tool was designed to assist you in assessing the stage of institutionalization of service-learning (SL) at multiple levels within your institution your department or division, your school or college, and your university or organization as a whole. We encourage you to consult your colleagues, students and community partners as you complete the tool. The tool is comprehensive, but please don't feel overwhelmed -if you don't know an answer, simply mark that on the form. Your answers, and the discussions that it stimulates, will assist you in developing a plan for SL sustainability. Having a better handle on what …

Minnesota Youthworks Americorps Sample Data Collection Tools, Minnesota Youthworks Americorps

Evaluation/Reflection

This guide contains sample program evaluation tools.

Methods And Strategies For Assessing Service-Learning In The Health Professions, Anu F. Shinnamon, Sherril B. Gelmon, Barbara A. Holland

Evaluation/Reflection

The "End-of-Program Survey" for faculty is intended to describe the perspectives and attitudes of faculty members on several issues related to their experience(s) teaching service-learning course(s). Topics assessed by the survey include the faculty's view on the impact they perceive service-learning has had on their students, their motivation for incorporating service-learning into their classes, the process of teaching service-learning courses, community involvement and the influence of service on their own professional development.