Difference between revisions of "Evaluation"
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− | [[File:Evaluation.png | right | 200px]]Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was accomplished and how it was accomplished. | + | [[File:Evaluation.png | right | 200px]]Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was accomplished and how it was accomplished. Evaluation can be ''formative'' - that is, taking place during the development of a concept or during a seminar, with the intention of improving the value or effectiveness of the proposal of the project. It can also be ''assumptive'', drawing lessons from a completed action of the project or a finished seminar.</div> |
==Focuses of reflection== | ==Focuses of reflection== | ||
− | During [[Planning]] | + | During [[Planning]] facilitators were considering goals, contents, methods, topic, needs and the environment. From time to time it's necessary to check if the process is still inline with the plans or if priorities have changed or needs are different, or a process should take a general different direction. |
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===Content=== | ===Content=== | ||
− | * Coverage of the necessary thematical aspects | + | * Coverage of the necessary thematical aspects at a satisfactory depth |
* Inclusion of knowledge from the field participation/citizenship/democracy and how it was connected to the goal of the training | * Inclusion of knowledge from the field participation/citizenship/democracy and how it was connected to the goal of the training | ||
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===Space/Context=== | ===Space/Context=== | ||
− | * Facility: Opportunity to learn, to cooperate, to meet, to feel well accommodated | + | * Facility: Opportunity to learn, to cooperate, to meet, to feel well-accommodated |
*Group: Opportunity and ability to involve, interact, relate to the other learners | *Group: Opportunity and ability to involve, interact, relate to the other learners | ||
* Individual needs: Possibility to satisfy individual needs inside and outside the scheduled activities: social, cultural/spiritual, physical, intellectual, emotional | * Individual needs: Possibility to satisfy individual needs inside and outside the scheduled activities: social, cultural/spiritual, physical, intellectual, emotional | ||
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==Concept: The Method Mix== | ==Concept: The Method Mix== | ||
− | The quality of results depends | + | The quality of results depends on the methodology of data collection for reflection. In particular, a range of different ways to assess and interpret the needed data should be included, according to the principle of [[Method Mix| method mix]]. |
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===Quantitative or qualitative?=== | ===Quantitative or qualitative?=== | ||
− | How deep should or | + | How deep should or must your evaluation go? When you want to know how your participants feel, you ask them to show you “thumb up/down”. Afterwards you know that ten persons feel well and three of them not so well. Or you ask detailed qualitative questions, with which you find out why they feel such a way or what they need to feel better. You use a ''quantitative'' and a ''qualitative'' method – both of them are effective based on the situation, and often complement each other. |
===Documentation of the Results=== | ===Documentation of the Results=== | ||
− | + | When choosing your method, you should also consider the form in which you need results. Language, pictures, photos… Many things are possible and they can complete a particular situation or also contrast it. It is important with most methods to formulate a question as concretely as possible. | |
− | As self-evaluation is crucial for independent learning, we include | + | As self-evaluation is crucial for independent learning, we also include methods her that help individuals to document learning outcomes, inspirations, and insights in an individual way. |
</div> | </div> | ||
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==Selected Methods: Individual Reflection and Assessment== | ==Selected Methods: Individual Reflection and Assessment== | ||
− | An overview over different methods | + | An overview over different methods for evaluation in between and at the end of a learning process. |
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=== [[From now to tomorrow]]=== | === [[From now to tomorrow]]=== | ||
− | [[File:Method.png | left]]The method combines evaluation of the past activities with the future perspectives and the opportunities | + | [[File:Method.png | left]]The method combines evaluation of the past activities with the future perspectives and the opportunities that appear through the gain of competences as a result of project work. |
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===[[Bullet Journal]]=== | ===[[Bullet Journal]]=== | ||
− | [[File:Method.png | left]] Bullet journalling is a creative methodology how to | + | [[File:Method.png | left]] Bullet journalling is a creative methodology for how to structure notes and thoughts and how to save inspiration. Helpful for facilitators as for participants, for example in learning journals or notes. |
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===[[Project Impact on Community]]=== | ===[[Project Impact on Community]]=== | ||
− | [[File:Method.png | left]]The activity aims at evaluating the outcomes that the projects have had on the community as well as | + | [[File:Method.png | left]]The activity aims at evaluating the outcomes that the projects have had on the community as well as enabling participants to evaluate these outcomes from different perspectives. |
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===[[Decision cake]]=== | ===[[Decision cake]]=== | ||
− | [[File:Method.png | left]]With this method you can determine in a group which subjects you want to deal with and which project goal is for you crucial. Or you can identify the most important aspects of further planning in the team. You can also gather what you like in the subject, which organizational or | + | [[File:Method.png | left]]With this method you can determine in a group which subjects you want to deal with and which project goal is for you crucial. Or you can identify the most important aspects of further planning in the team. You can also gather what you like in the subject, which organizational or content-based aspects of the project were most interesting. |
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===[[Touch Somebody Who... ]]=== | ===[[Touch Somebody Who... ]]=== | ||
− | [[File:method.png | left]]This activity can be used during the last day of the training to create a lasting bond | + | [[File:method.png | left]]This activity can be used during the last day of the training to create a lasting bond between the participants. |
</div> | </div> | ||
Revision as of 22:11, 7 June 2020
N. Zimmermann/ H. Fahrun
Focuses of reflection
During Planning facilitators were considering goals, contents, methods, topic, needs and the environment. From time to time it's necessary to check if the process is still inline with the plans or if priorities have changed or needs are different, or a process should take a general different direction.
Concept: The Method Mix
The quality of results depends on the methodology of data collection for reflection. In particular, a range of different ways to assess and interpret the needed data should be included, according to the principle of method mix.
Method Mix:
Style
- Choose appropriate methods for your target group
Confidentiality:
- Anonymous, half-public, or public
Group Relation
- In a plenum, in other collaborative ways, or in individual work
Addresses different senses
- Individually speaking, dialogue, writing, or moving
Quantitative or qualitative?
How deep should or must your evaluation go? When you want to know how your participants feel, you ask them to show you “thumb up/down”. Afterwards you know that ten persons feel well and three of them not so well. Or you ask detailed qualitative questions, with which you find out why they feel such a way or what they need to feel better. You use a quantitative and a qualitative method – both of them are effective based on the situation, and often complement each other.
Documentation of the Results
When choosing your method, you should also consider the form in which you need results. Language, pictures, photos… Many things are possible and they can complete a particular situation or also contrast it. It is important with most methods to formulate a question as concretely as possible.
As self-evaluation is crucial for independent learning, we also include methods her that help individuals to document learning outcomes, inspirations, and insights in an individual way.
Selected Methods: Individual Reflection and Assessment
An overview over different methods for evaluation in between and at the end of a learning process.
Selected Methods for Group Evaluation
These methods are facilitating a collective process of reasoning. Therefore, they are less confidential, allowing the group to exchange or discuss their observations or findings.
Self-Assessment of Facilitators
Checklists for a team of educators or for individual self-assessment.
Inspiring Handbooks and Sources from the Community
Valued by You, Valued by Others
Improving the visibility of competences in Youthpass (and also in other contexts)
DownloadRecognizing Learning in Youth Exchange
Youth Work Service, Léargas' handbook complementary to YouthPASS, with suitable methods as well for evaluation and competence assessments without using the YouthPASS
DownloadAssessment and recognition in formal and non-formal learning in entrepreneurship education
An introduction not only for entrepreneurship education by the project EntreComp 360
DownloadThe Learning Curve
A guide to evaluation for youth organizations
DownloadYouthPASS unfolded
Practical tips and hands-on methods to make the most of the Youthpass process edieted by SALTO and Jugend für Europa
DownloadAssessing competences for democratic culture
Principles, methods, examples by Council of Europe
DownloadEmpower yourself
Self-assessment tool created by the French Scout and Guides movement
DownloadFacilitation Step-by-step
Competendo Portfolio Tool for Facilitators
DownloadCaptain's Log
Competency-related portfolio tool
DownloadReflective Peacebuilding
John Paul Lederach, Reina Neufeldt, Hal Culbertson,
Kroc Institute for International Peace Studies: Planning oriented on impact Download