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Environmental and Conservation Education

Environmental and Conservation Education. Evaluation. How far ?. How much do you agree or disagree with the following: 1= I completely agree 5= I completely disagree Observation is a valid evaluation technique. Evaluation always includes measurement against a set of criteria.

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Environmental and Conservation Education

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  1. Environmental and Conservation Education Evaluation

  2. How far ?

  3. How much do you agree or disagree with the following: • 1= I completely agree • 5= I completely disagree • Observation is a valid evaluation technique. • Evaluation always includes measurement against a set of criteria. • For evaluation purposes, two objectives of my HOL program are:

  4. Pop Quiz! • Name one thing you really should do but hate taking the time to do it. • Name one activity that seemed overwhelming to you until you learned how to do it. • Name one thing that you know is critical to do, but you cannot afford to do it. • What will happen if you don’t do it?

  5. Goal: Introduction Critical Thinking Next Steps

  6. Objectives: Identify at least 2 components of evaluation Identify 3 broad categories of information that can be evaluated Identify a next step to help you move forward Write two program objectives that can be evaluated

  7. Why evaluate?

  8. What are some of the barriers?

  9. What is evaluation? The systematic assessment of the operation and/or outcomes of a program or policy, compared to a set of implicit or explicit standards, to improve the program or policy through informed decisions (Weiss, 1998).

  10. Components Systematic assessment Program operation or outcomes Compared against standards Leading to Informed decisions Program improvement

  11. Evaluation should be ongoing Evaluate continually Evaluate following program

  12. At a minimum…. Educators should keep accurate and up-to-date process/operations records. Consider medical records Develop a standard format that works for you

  13. Outcome-based evaluation What is the purpose? For whom? What do you want or need to know? How will you use the information?

  14. Outcome: a change May be + or – May be no change

  15. Remember the components of evaluation: Systematic assessment Of an operation and/or a program Assessment based on your program objectives, or preferred outcomes – i.e., against a standard

  16. Objectives, or outcomes, must be observable or measurable. Compare the following: Learners will be able to identify 3 local broadleaf trees. Learners will become more interested in environmental problems.

  17. Easy to evaluate the first The second needs an indicator -- What would be an acceptable and observable and/or measurable, and practical, indicator of environmental interest? If you cannot reliably observe and/or measure the indicator, it is not useful.

  18. Examples of outcomes or objectives: Short term: Knowledge and skills Medium term: Behaviors Long term:Attitudes and values

  19. You must know the answers to these questions regardless of whether: You hire a consultant or conduct evaluation on your own

  20. What resources do you have? Time: One time or each program? Continuously? Expertise: Your own and/or others Funding

  21. Identify what you need to know. Remember the three categories and be reasonable. Know how you will use the information. Identify the scale at which you will evaluate (one program, everything?) How much time (during the program) will you have?

  22. Data Collection What are my indicators? How will I measure them? When will I collect my data? How will I gather my data? How will I analyze my data? How will I interpret my data? How will I use the information?

  23. Before collecting data from students, know of any legal approvals needed. To get started, use a logic model to help you.

  24. (What activities do you want or are you able to do?) What are your INPUTS? What are your ACTIVITIES? What are your OUTPUTS? What are your OUTCOMES? What is your long term IMPACT?

  25. Data collection possibilities: Questionnaires Observations Art work Interviews Portfolios Forms Focus groups Reference indicators Writing

  26. When will you collect data? Pre Pre-post During Post Post-post

  27. Use existing instrument or Develop your own instrument

  28. Existing instruments: Look for measures of reliability and validity

  29. HOL: Work collaboratively? If you standardize: Must agree on program objectives/outcomes. Pool resources to create evaluation.

  30. Example of a recent effort to standardize evaluation: EUGENE

  31. EUGENE: Ecological Understandingas a Guidelinefor Evaluating Nonformal Education

  32. What is EUGENE ? • A nonformal EE evaluation system that is: • based upon 8 general ecological principles • highly adaptable • easy to use • virtually cost free to EE administrators

  33. The Eight General Ecological Principles: 1. Adaptation 2. Behavior 3. Diversity 4. Growth and Development 5. Emergent Properties 6. Energy Flow 7. Limits 8. Regulation *These represent transcending concepts (Barrett, Peles, & Odum, 1997)

  34. The objectives/outcomes of EUGENE are that students will gain an understanding of between 2 and all of these principles (depending on the program), indicated by a __ % increase as measured by a pre-post instrument.

  35. Why Use Ecological Principles? • Numerous EE literature emphasizes the • importance of ecological understanding • The 8 general ecological principles are already • incorporated into popular EE programs (Project • Wet, Project Wild, Project Learning Tree)

  36. Survey of Education Standards: • National Science Education Standards • Benchmarks for Scientific Learning • NAAEE Guidelines for Excellence Environmental based standards for each grade grouping included references to the ecological principles

  37. The Evaluation Instrument: • Eco-Questionnaire • Write your initials here:_____________ FS#:_______ • When is your birthday? (month & day)______________ Group #:_______ • We need your help! We want to know what you think about animals, plants, and people. Please read • each statement very carefully. Then, circle the number that shows how you feel about each statement. • Thank you! • I I kind of I can’t I kind of I • agree! agree. decide. disagree. disagree! • 1. Most types of plants that grow in a desert 5 4 3 2 1 • also grow in a rainforest. • 2. Every type of living thing goes through 5 4 3 2 1 • a period of growth. • 3. Thirst is connected with your body’s 5 4 3 2 1 • need for water. • 4. No energy is transferred when a 5 4 3 2 1 • worm consumes a leaf.

  38. In summary Specify your goals and objectives Specify your inputs, activities, outputs, and outcomes Develop a system for documenting outputs and use it consistently Know how you will use your information Work alone, with others, or with a consultant, but try something! Evaluate your evaluation

  39. Objectives: Identify at least 2 components of evaluation Identify 3 broad categories of information that can be evaluated Identify a next step to help them develop an evaluation Identify two program objectives that can be evaluated

  40. How much do you agree or disagree with the following: 1= I completely agree 5= I completely disagree • Observation is a valid evaluation technique. • Evaluation always includes measurement against a set of criteria. • For evaluation purposes, two objectives of my HOL program are: • By the end of next week, I will organize all of my notes from my time at NSTA. • Even when there is no new information in a conference session, I usually learn something that I can use in my life. • This was a great session!

  41. bmcdonald@fs.fed.us

  42. Belgrade Charter 1975 The goal of EE is to develop a world population that is aware of and concerned about the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and prevention of new ones.

  43. Tbilisi Declaration 1977 The (abbreviated) objectives of EE are to help social groups and individuals: Acquire an awareness and sensitivity to the total environment and its associated problems. Gain a variety of experience in, and acquire a basic understanding of, the env and its assoc problems. Acquire a set of values and feelings of concern for the environment and the motivation for actively participating. Acquire the skills for identifying and solving environmental problems. Have opportunities to be actively involved at all levels….

  44. Characteristics of EE (NAAEE, Guidelines for Excellence 1996) Creating awareness, Leading to understanding, Creating the capacity for appropriate actions.

  45. Be specific about your costs and benefits. (In other words, understand exactly why you need or want to evaluate and what is getting in your way.)

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