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Wed, 6 Sep 2006 18:10:33 -0400 |
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ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
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I previously worked at an after school program similar to the Boys and
Girls club model. Since we were grant funded, we had lots of things we
needed to measure. It was a difficult task with the population of
children not staying stable. I have to partially agree with your
initial thoughts about the assessment- the model suggested by your
"bigwigs" is somewhat flawed. In addition to your reasons, which I
mostly agree with- don't forget that many children from disadvantaged
backgrounds have limited academic vocabulary and usually feel fearful
about testing- so the terms are the least likely thing they will
remember from the sessions you do. And vocabulary rarely indicates
understanding.
Here are some things that worked for us:
1. One measure of success was whether or not the children attended- it
was a free choice environment and they didn't have to come. So, in your
case, the percentage of children who attended more than once would be a
measure of success. Have the children sign in every session, and you
are done. (Check to make sure their handwriting is legible.)
2. If you can find someone to be your evaluator- do it. That way you
could have the children do a pre and post interview with the evaluator
instead of a written "test". Children (especially younger ones) feel
special when an adult asks them how they feel and what they think in a
one-on-one or small group situation. (Make sure to cover your liability
in that situation.) If the interviewer isn't the one presenting the
lesson, they will feel more comfortable about being honest about the
program. You could evaluate their feelings towards science, their
knowledge of your specific topics, etc. In that situation, make sure to
ask every child how many sessions they attended. That information will
be useful when you try to figure out your success. If you have a small
prize to give them at the end of the interview, even better. (That makes
it feel less like school)And don't give them pencils, pencils are lame.
This method takes a little more time than a written test, but is more
accurate in measuring because you don't run into literacy issues and you
can ask more complicated questions.
3. Videotape a couple of sessions: one early and one later. You could
look at the behaviors of the children for changes in knowledge or
attitudes. You could compare the earlier vs. the later to see if the
children were more interested and engaged later in the program. Kids
love to be filmed. Initially, you might get some clowning around, but
they will settle down quickly.
Hope that helps.
Katherine Patterson-Paronto
Program Manager
Science City at Union Station
Kansas City, MO
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