Youth Participatory Evaluation: Setting the State for Youth Program Evaluation in the 21st Century Part II presentation for AEA Conference 2013
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See matching library entry files - In youth-led research, ...
Summertime...and the evaluating is easy! In this session, participants will build skills to design evaluations in a summer learning program or camp setting. Using a camp evaluation planning template, participants will design a plan to either support evaluation capacity in a summer program with which they work or directly conduct an evaluation in a summer program. Topics will include choosing evaluation questions and methods, training and working with staff and counselors, collecting data with youth aged 6 to 16, and reporting tips
Focus Groups: 4-H and Youth Development: Tipsheet #29, University Park, PA: Penn State Cooperative Extension. This document is part of a series of Tipsheets that contain practical evaluation illustrations based on current research and developed by Nancy Ellen Kiernan at Penn State Cooperative Extension. This document focuses on programming issues to evaluate related to youth development programs. Copyright 2001 The Pennsylvania State University #ExtensionEducationEvaluation #QualitativeMethods #HowTo #Groups #Youth #Focus
Tipsheet 29.pdf
Soledad Muniz of InsightShare and Kristina Pearson of Village Earth discuss their successes and challenges in implementing participatory evaluations for youth, using participatory video and variations on Most Significant Change to encourage youth to tell their own stories. Two examplesโof InsightShare's participatory video monitoring project in Guatemala and Village Earth's oral storytelling evaluation in Romania and Moldovaโshow that evaluators do not need to compromise rigor in order to get rich qualitative data that speak to the effects of programs on youth, their attitudes and behaviors, and their communities
Participatory storytelling_MSC_video eval for youth projects.pdf
Authentic youth voice in program assessment and planning is recognized as an effective practice that positively impacts youth, adults, and organizations. However, initiating and sustaining youth engagement in evaluation and planning is challenging for many organizations. In this session we showcase two case examples of innovative models that engage youth and adults in collaborative planning and evaluation in two very different settings: a high schools and a community coalition. We will highlight and distribute resources and tools that the school and coalition used to promote youth participation. We will discuss cross-cutting themes across the two settings to illustrate approaches that can be used by all field-based evaluators and consultants
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In this presentation the means utilized and the results obtained from engaging youth in process and outcomes evaluations of an out-of-school-time program will be presented. In the aftermath of Hurricanes Katrina and Rita, an out-of-school-time, collaborative program, known as "Houston's Kids" (or HK), was developed and implemented with the intention of addressing the needs of displaced and other at-risk youth in a single community. As part of HK, youth participants in HK were engaged both in participatory and empowerment evaluations designed to assess the program's implementation and outcomes, which included changes in developmental assets(www.SearchInstiute.org) and academic performance among the approximately 300 program enrollees
Engaging Youth in Process and Outcomes Evaluations.pptx
These are panel presentations made during Evaluation 2009 for the session listed above. #Evaluation2009 #K-12 #education #2009Conference #Prek-12EducationalEvaluation #Youth #Science
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See matching library entry files - Challenges in Evaluating a Middle School STEM ...
A decision-tree (DT) comparison approach is proposed for structural equation models (SEM) which evaluate preventive intervention effects according to model fit to the data and statistical power to detect the outcome effects. DT for SEM rank-orders competing models and illustrates potential different outcome evaluation conclusions. The method is exemplified with the Youth Action Research for Prevention (YARP) project, a risk prevention youth development program for low-income inner city youth (average age 15.3 years) in Hartford, Connecticut. Eight well-fitting models had enough statistical power and demonstrated positive intervention effects on internal locus of control (ILC) in the intervention YARP youth group, while six alternative well-fitting models with insufficient power showed no effects
DT-SEM_YARP_AEA_2010.ppt
We're happy to share our presentation from the Youth-Focused Presidential Strand Session: Youth-Focused Evaluation: What is Good Work?
AEA 2015 What is Good Work, Youth Program Evaluator Perspectives on High Quality Practice. Bialosiew.pdf
Evaluators often measure these outcomes using methods that fit the nature of an informal learning environment. Evaluators at the Science Museum of Minnesota have found success using Personal Meaning Maps (PMMs) to evaluate their youth development programming
See matching library entry files - Measuring Learning in Youth Dev...