Evaluation 

Contents:

• Evaluation of programs and courses - annotated bibliography
• Resources and Organizations doing assessment work

URL: http://www.mc.maricopa.edu/academic/compact/PubFrames.htm 
Abstract: A resource that provides critical insights from community college and university faculty for enhancing and improving service-learning programs. From institutional self-assessments to assessing the community impact, this sourcebook provides the tools necessary to improve your service-learning program. ($20) Availability: Campus Compact National Center for Community Colleges, 145 N. Centennial Way, Suite 108, Mesa Arizona 85201; 

Title: Evaluation and Assessment in Service-Learning
URL: http://www.mc.maricopa.edu/academic/compact/PubFrames.htm  
Abstract: A resource for those involved in service-learning who want to improve both their programs and their awareness of the far-reaching as well as the immediate impacts their programs have. This compilation includes both the why and the how of assessing service-learning programs and impacts, including student pre and post-tests, surveys and resources. Availability: Campus Compact National Center for Community Colleges, 145 N. Centennial Way, Suite 108, Mesa Arizona 85201; 

Title: Assessing the Impact of Service Learning Workbook, Portland State University
URL: http://www.oaa.pdx.edu/cae/  
Abstract: A comprehensive guide to assist faculty, students, institutional leaders and community partners in understanding and assessing the impact of community-based service learning. It includes an overview of assessment measures, guides for the administration of each measure, and suggestions for how to use assessment data to further improve teaching and learning.

Title: Assessment Packet from the Florida Campus Compact.
Abstract: This packet contains information on assessing service learning programs and includes forms and questionnaires for faculty, students, and agencies. Contains examples from other institutions as well as their own forms. In addition, it contains helpful information on the assessment process, and includes articles and annotated bibliographies. Contact the Center for Service Learning at Brevard Community College (407-632-1111, ext. 62410) to find out how to obtain a copy of this wonderful resource. 

Title: The University of California, Berkeley - Service Learning Research and Development Center 
URL:http://www-gse.berkeley.edu/research/slc/servicelearning.html  
Abstract: A list of the evaluation activities (K-12 and Higher Education) undertaken by Service Learning Research and Development Center in recent years is detailed.

Title: Evaluation and Assessment in Service-Learning
Authors: Renner, Tanya and Michele Bush
Year: 1997
Avail: Campus Compact Center for Community Colleges, 602-461-7392
Abstract: "Evaluation and Assessment in Service-Learning" is a resource for those involved in service-learning who want to improve both their programs and their awareness of the far-reaching as well as the immediate impacts their programs have. This compilation includes both the why and the how of assessing service-learning programs and impacts, including student pre and post tests, surveys, and resources. Essays include: What are We Trying to Evaluate in the Name of Service?; How are We Doing? Or What Good is Evaluation Anyway? Observations from a Service-Learning Consortium; Service-Learning Program Assessment: Quality Assurance and Survival; Service-Learning Evaluation: The Mesa Community College Experience; The WIN, WIN, WIN Relationship; The Compassion Connection: The Integration And Assessment of Service-Learning Within A Learning Community; Once is Not Enough: Assessing Service-Learning; Participatory Evaluation for Tutors and Learners; and Counting With Care: Assessing Dimensions of Community Development Focused Service-Learning. 

Title: Assessment Model for Service Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution
Authors: Driscoll, Amy; Barbara Holland
Year: 1996
Avail: Michigan Journal of Community Service Learning. Fall 1996. Article 7, p.66-71; OCSL Press, University of Michigan, 1024 Hill St., Ann Arbor MI 48109-3310; Phone: 734-763-3548; Email: OCSLPress@umich.edu
Abstract: A comprehensive case study model of assessment developed at Portland State
University responds to the need to measure the impact of service learning on four constituencies (student, faculty, community, and institution). The case studies blend quantitative and qualitative measures in order to determine the most effective and practical tools to measure service learning impact and to provide feedback for continuous improvement of practice. Insights from the design process and preliminary results have potential value for institutions with similar agendas for service learning and community partnerships. 

Title: Faculty Assessment of Student Learning: Outcomes Attributed to Service-Learning and Evidence of Changes in Faculty Attitudes About Experiential Education
Author: Hesser, Garry
Year: 1995
Availability: Michigan Journal of Community Service Learning, v2 p33-42 Fall 1995
Abstract: Results of a survey of 48 college faculty from diverse disciplines and institutions support the hypothesis that faculty feel that both liberal arts and disciplinary learning derive from field study and service-learning, suggesting a shift in faculty attitudes about service-learning from skeptical to affirming. It is proposed that experiential learning and reflective practice have become established in higher education.

Title: What are Students Learning? Assessing Service Learning and the Curriculum
Authors: Blash Cumbo, Kathryn; Jennifer A. Vadeboncouer
Year: 1998
Avail: American Educational Research Association; 1230 17th Street, NW, Washington, DC 20036-3078; Telephone: 202-223-9485; URL: www.aera.net
Abstract: This paper explores the meaning of learning in service by explicating how service learning links to current standards based reform agendas and how the academic learning associated with service learning can be assessed by teachers, professors, and community agency personnel. Cumbo and Vadeboncoeur seek to show how service learning can help produce a system of learning, teaching, and assessment that embraces democratic ideals, addresses real world issues, evaluates learning and teaching in authentic ways, and is based on high academic standards.

Title: Doing Self-Directed Study for Service-Learning. 
Authors: Shumer, Robert; Berkas, Thomas H. 
ERIC_NO: ED417997 
Abstract: This workbook is designed to introduce service learning practitioners to the evaluation process and to help practitioners generate a local support network. The design portion guides the practitioner through a self-directed study for their own program and is formatted for use with or without a formal training session. The workbook is divided into two parts of three sections each. What follows is a list of 22 resources that assists users in doing research, particularly qualitative studies. Part 1 guides production of a needs analysis which defines information to be gathered, the audience who will use the information, and expected outcomes of using the information. A formal study plan is then written using the needs analysis in part 2. Two appendices provide additional tools for prioritizing study questions and determining the method of collecting and organizing data. Part 2 also provides workbook examples and a sample plan to stimulate thinking. The final section of the workbook reports actual workshop results. Availability: National Service-Learning Clearinghouse, University of Minnesota, R460 Vocational Technology Education Building, 1954 Buford Avenue, St. Paul, MN 55108-6197; phone: 800-808-7378. Order forms available at http://umn.edu/~serve 

Health Professions Schools in Service to the Nation: 1996-1998 Evaluation Report. S.B. Gelmon, B.A. Holland and A.F. Shinnamon. San Francisco: Community-Campus Partnerships for Health, 1998.
URL: http://futurehealth.ucsf.edu/ccph/html  , or by calling 415-476-7081. Report of the evaluation of a three year, 20 site national demonstration program (HPSISN) on integrating service learning into health professions education (single disciplines and interdisciplinary).

Methods and Strategies for Assessing Service-Learning in the Health Professions.
Author(s): A.F. Shinnamon, S.B. Gelmon, and B.A. Holland. San Francisco: Community-Campus Partnerships for Health, 1999.
URL: http://futurehealth.ucsf.edu/ccph/html , or by calling 415-476-7081.Workbook of assessment methods used in the HPSISN evaluation.

Community-based Education and Service: The HPSISN Experience. S.B. Gelmon, B.A. Holland, A.F. Shinnamon, and B.A. Morris. Journal of Interprofessional Care 12 (August 1998): 257-272. 
URL: http://www.city.ac.uk/barts/jipc/jipc.htm . Article describing HPSISN evaluation methodology and general findings.

Community-University Partnerships for Mutual Learning.
Author(s) S.B. Gelmon, B.A. Holland, S.D. Seifer, A. Shinnamon and K. Connors.
Michigan Journal of Community Service Learning 5 (Fall 1998): 97-107. Article from HPSISN evaluation specifically on evaluation of community-university partnerships and findings.

Title: Evaluating Outcomes of Service-Learning Courses at a Parochial College
Author(s): Fenzel, L. Mickey; Leary, Timothy P.
Year: 1997
Avail: ERIC NO.: ED410281
Abstract: Many colleges and universities are using a service-learning paradigm to structure service-learning experiences for their students to reinforce and enhance the understanding of course material. Two studies were undertaken at a parochial college to address the benefits to students who perform service as part of their curriculum studies. In the first study, 28 students in an introductory philosophy course with a service and reflection component and 28 comparisons in a course without service-learning compared. In the second study, 134 students in 6 classes completed questionnaires about service experience. Results demonstrate the difficulties of demonstrating benefits of service-learning, but show the using comparison groups is a useful approach. 

Title: Principles of Good Practice in Assessing Experiential Learning.
Author(s): Willingham, Warren H.
Year: 1977
Avail: ERIC ED No. 148840
Abstract: The Cooperative Assessment of Experiential Learning project (CAEL) has developed general principles for assessment of prior experiential learning which can be adapted for local circumstances and individual learning. An overview of the basic principles of good assessment practice, as represented in current CAEL publications is provided. Procedural guidelines are presented, with references to fuller discussion in other CAEL reports.

Title: Instruments and Scoring Guide of the Experiential Education Evaluation Project.
Author(s): Conrad, Dan and Hedin, Diane
Year: 1981
Avail: National Service-Learning Clearinghouse, University of Minnesota, 1954 Buford Ave., Room 460, VoTech Building, St. Paul, MN 55108, 1-800-808-7378.
Abstract: As a result of the Experiential Education Evaluation project, this publication identified instruments used to measure and assesses experiential learning programs. The following information is given for each instrument: rationale for its inclusion in the study; precise issues or outcomes designed to measure validity and reliability data; and directions on how to score. Descriptions of assessment tools are organized according to four categories: instruments on social development; instruments on psychological development; instruments on intellectual development and instruments on differential program impact.

Title: The Effectiveness of the Assessment of Learning Outcomes of Students in Experiential Learning Programs
Author(s): Davis, Donald Raymond
Year: 1988
Avail: Dissertation, Southern Illinois University
Abstract: This study traced the development of the assessment of experiential learning from 1974 to 1986 and identified the most effective tools and techniques used to measure the learning outcomes of students in experiential learning programs. The study asked 206 instructors and administrators of experiential learning about their program implementation data, purpose of assessment activities, types of assessment tools and the effectiveness of those assessment tools. Results indicate that written assessment was deemed the most effective tool for experiential education. Program improvement remains as a prime purpose of assessment and evaluation in experiential education.

Title: Doing Well by Doing Good: A Study of the Effects of a Service-Learning Experience on Student Success. ASHE Annual Meeting Paper. 
Author(s): Berson, Judith S; Younkin, William F.
Year: 1998
Avail: ERIC No. ED427568
Abstract: This study explores the effects of service-learning on student success in college. The study consisted of 286 students enrolled in six paired community college courses in various disciplines. One section of each pair was taught using traditional subject matter and course material, while the other section of each pair was required to participate in a 20 hour service-learning activity in addition to the regular course curriculum. The results indicated that students who participated in the sections with a service-learning requirement achieved higher final course grades and reported greater satisfaction with the course.

Title: Service-Learning: Perceptions of Pre-service Teachers
Author(s): McMahon, Rebecca 
Avail: Paper presented at the Annual Meeting of the Mid-South Educational Research Association, New Orleans, LA, November 4-6, 1998)
ERIC No. ED 431678
Abstract: A study used qualitative data for gaining insight into preservice teachers' experiences and perceptions related to service-learning. Subjects were undergraduate students enrolled in two sections of an early childhood course. Data analysis revealed a favorable perspective toward service-learning. Academic benefits cited ranged from clarifying an individual's choice of major to observing or applying information present in university courses. Additionally, participants communicated learning outcomes in regard to each individual, the community, and children.

Title: Assessment in Higher Education: Issues of access, quality, student development and public policy: a festschrift in honor of Warren W. Willingham.
Author(s): Messick, Samuel J., ed., 
Year: 1999
Avail: Lawrence Erlbaum Associates, Publishers, 10 Industrial Ave., Mahwah, NJ 07430
Abstract: This volume commemorates the career contributions to research on higher education of Warren W. Willingham. The volume contains the proceedings of a conference held in his honor at Educational Testing Service in March 1995. Willingham's work addresses most of the major issues that occupied higher education over the past half century. The volume contains chapters that address the following issues: enhancing student access, development and success in higher education; transforming admissions testing to meet expanding educational needs; resolving the politics of accountability by assessing quality outcomes of higher education; accommodating human diversity with equity and fairness; and, capitalizing on computer and audiovisual technology to prepare students for a technology-dominated future.

Title: The Art and Science of Classroom Assessment: The Missing Part of Pedagogy
Author(s): Brookhart, Susan M.
Year: 1999
Avail: ASHE-ERIC Higher Education Report, v.27, n. 1. Washington, DC: The George Washington University, Graduate School of Education and Human Development
Abstract: This volume contains a description of effective assessment of students' achievement in college and university classes. Definitions of terms found in assessment are provided and examples of use are shown. The volume provides insights into three areas challenging the academy: professional standards of assessment, outcomes assessment and grade inflation. The book also summarizes the literature on classroom assessment in higher education, explains methods of assessment, delineates the development of good assessment instruments and scoring procedures, reviews grading strategies and provides several models for achieving the goal of quality classroom assessment and resources for faculty to improve assessment skills.

Title: Strategies for Institutionalizing Evaluation: Revisited. 
Author(s): Stufflebeam, Daniel. 
Abstract: Every service organization needs to conduct sound evaluations to identify and address constituents needs, improve services, make defensible personnel decisions, effectively serve clients, and earn client confidence. This article posits that an organization can best meet its evaluation needs by institutionalizing a sound unified evaluation system. While the article focuses on educational organizations, its message applies to the full range of organizations dedicated to serving clients. To assist organizations to define one general approach to program, client, and personnel evaluation, the article presents 2 checklists. The first defines 18 goals of a sound, unified evaluation system. The second checklist defines 10 components of a fully functional evaluation system. Available: The paper may be purchased by sending a check or money order for US$5 to The Evaluation Center, 401B Ellsworth Hall, Western Michigan University, Kalamazoo, MI 49008-5178. 

Organizations

The organizations listed and linked to on the following pages are general in nature and may or may not include resources that are specific to service learning and higher education

American Association for Higher Education Assessment Forum
One Dupont Circle NW, Suite 360, Washington, DC 20036; Phone: 202-293-6440
Works to improve higher education assessment practices and assist colleges in using assessment techniques to improve students learning. It provides information on recently developed assessment techniques and commissioned papers on higher education assessment. The Forum also offers consulting and networking services.

The Association for the Study of Higher Education (ASHE)
URL: http://tiger.coe.missouri.edu/~ashe/  
ASHE is a scholarly society with about 1,200 members dedicated to higher education as a field of study. The Association promotes collaboration among its members and others engaged in the study of higher education through research, conferences, and publications, including its highly regarded journal, The Review of Higher Education. 

Association for Supervision and Curriculum Development (ASCD) Network on Authentic Assessment
Pacific Educational Laboratory, Suite 1409, 1164 Bishop Street, Honolulu, HI 96812
Phone: 808-532-1900; URL: http://www.ascd.org 
ASCD sponsors special interest groups called networks to help curriculum developers and supervisors exchange ideas, solve problems, and collaborate on issues of mutual concern. 

Cascade Educational Consultants
Terry Pickeral, 2622 Lakeridge Lane, Bellingham, WA 98226
Phone: 360-676-9570; URL: http://www.az.com/~pickeral/ 
CEC's website includes overview, rationale, challenges, and methods to assess the impact of service-learning on students, teachers, schools, and community. It also includes models for assessing program impact and effectiveness.

Clearinghouse for Higher Education Assessment Instruments
University of Tennessee, Knoxville, 212 Claxton Education Building, Knoxville, TN 37996, Phone: 615-974-3748
Gathers information on standardized and faculty-developed instruments and methods to assess the outcomes of higher education. The clearinghouse provides collections of assessment instruments on student services/student development, institutional effectiveness, basic skills and general education, affective assessment, portfolio assessment, and assessment instruments in the major.

ERIC Clearinghouses on Assessment and Evaluation
The Catholic University of America, 209 O'Boyle Hall, Washington, DC 20064-3893 Phone: 202-319-5120
Acquires, selects, and abstracts education information on testing and evaluation, including measurement devices, research design, and methodology.

National Center on Postsecondary Teaching, Learning, and Assessment
403 South Allen Street, Suite 104, State College, Pennsylvania, 16801; phone:
814-865-5917, fax: 814-865-3683
URL: http://www.ed.psu.edu/cshe/nctla.htm 
Originally funded from the U. S. Department of Education's OERI, The National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA) is a research, development, and dissemination center that seeks to discover what facilitates student learning. NCTLA comprises faculty, administrators, and researchers at Penn State, the University of Illinois at Chicago, Syracuse University, Northwestern University, Arizona State University, and the University of Southern California. Their web site contains resource information and assessment institute conference information. 

Northwest Regional Educational Laboratory (NWREL)
101 South Main Street, Portland, OR 97204-3297 Phone: 503-275-9500 
URL: http://www.nwrel.org 
Operates that Center for Applied Performance Testing, which exists to help schools achieve better assessment of student outcomes and use assessment and evaluation information more effectively. NWREL also maintains a collection of tests and offers a video series on assessment for teachers and administrators.
NWREL also has an assessment and evaluation program that translates for educators and community leaders the best research into practical, user-friendly resources and service for the assessment of educational results.

Contact us by form mail:

(c) UCLA Service Learning Clearinghouse Project