Unit 13: Leadership Skills
Designing an evaluation activity guide
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Unit 13: Leadership Skills
Designing an evaluation activity guide
Estimated duration: 30 minutes
Aim •
To provide students with the skills to create a means of evaluating their project
Outcome By the end of this class, students will be able to: • Determine what needs to be evaluated in their project • Develop a series of questions to ask to help evaluate the project • Design a feedback questionnaire (if needed)
Resources •
None
Activity Description This activity is principally a discussion and brainstorm with the students on designing a means of getting feedback. The outputs of this can then be used to evaluate their project. The questions they decide on might be given to outside stakeholders or participants in say a presentation or it might be used as the basis for a discussion by the group at the end of the project.
Explain to the class that it is important to obtain feedback about programs that you run so you can determine how effective they were at communicating your message. It is also useful so you can build on the experience and improve in the future. What do you want to know? Ask the students to think about what questions they would like to ask when their project is completed. Some prompts and examples of questions are listed below to consider: • Who will we ask to get feedback from? Are they students, parents or community members? • If it is a questionnaire, will it be anonymous? (Why is this an advantage?) • How did they find out about the project? • What did they hope to learn from the project? • Did they learn anything new? What? • What did they think of how it was organised?
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• • • • •
If the project involved an event, was the venue appropriate? If it involved speakers, did they find them informative and engaging? Would they recommend the project to other people? Do they have any further comments? Thank them for taking part in the project.
Record the questions that student brainstorm. How will you word it? Once you have worked out what you need to know, you need to design questions that give you that information. When you are designing the questionnaire, some response items (questions) will be closed and others open. For example, Closed question: “Did you like the presentation? – yes/ no” Open question: “Further suggestions for improvements ____________________” Asking students to think of ways of wording each question to get the appropriate information they need. Record the results again. Also have them think about other ways they might be able to get this information besides in writing. Examples of other forms of conducting the evaluation are: • having a show of hands • asking a questionnaire over the phone • getting people to stand in an area if they liked something and counting the number of people • giving people sticky dots to put on a scale of 1‐5 • drawing a face to represent how they feel about something • ticking the box next to the words that best describe their thoughts. The information obtained in this class can then be used by students to help evaluate the project on completion. You can allocate as a task for some students to use the information from this activity and create an evaluation form(s) or to conduct an evaluation discussion in the class after project completion.
Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions Work cooperatively with others Seek teacher assistance and support when needed
Level of Teacher Support Facilitate discussion Organise materials and equipment Provide encouragement Introduce tasks and activities
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Provide assistance when requested Provide advice on how to conduct a survey
Assessment To use these learning activities as assessment tasks, collect evidence such as: Teacher checklist and observation Copies of student materials and worksheets Student notes Student documentation of planning and organising the seminar
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