Assessing
Service-Learning
Outcomes
National Service-Learning Clearinghouse
www.servicelearning.org
Assessment or Evaluation?
Assessment: accounts for the current state
Pre-tests or mid-stage diagnostics to determine
the current status of project and participants
Evaluation: looks back at what occurred
Post-tests to determine the effectiveness or
significance of a project
Goals and Objectives
Determine learning goals before implementing
projects
Tie project goals to specific outcomes
Involve students to give them ownership of
project
Define where the project falls on the service-
learning map (see next slide)
Aim for quadrant IV:
a good balance of learning and service
Original Design: Hill, Service-Learning 2000 Center
Modified: Geiger, “Service-Learning Toolbox,” NWREL
Goals and Objectives
What do students need to learn?
How can it be linked to the project?
Post on large sheets for students to use in
reflection and evaluation of the project.
Goals and Objectives
Why write out the objectives?
It can assist with learning needs assessment.
Clear objectives guide the evaluation of project
outcomes.
Tracking objectives facilitates the process for
grant reporting and increases the likelihood of
refunding.
Three Areas of Assessment
Student Learning
Student Service
Student Experience
Assessing Student Learning
Link assessment to earlier goals and objectives
Rubrics can help identify clear links between
objectives and outcomes
Include sections for written comments to express
additional thoughts or to refer to outcomes
Assessing Student Service
Design an instrument to collect information from
community partners. Ask them about:
Their perceptions of students’ willingness to
participate
The extent to which students met expectations
Share and discuss the feedback with students
Assessing Student Experience
Design an instrument to collect information on student
attitudes about the project. Ask them:
What do they think they learned?
What do they think they contributed to the
community?
What are their attitudes about service-learning?
Have they changed?
Do they have any other ideas for projects?
What is their perception of the community partner
and their involvement?
Shumer's Self-Assessment for
Service-Learning
Quick Assessment (10-15 mins)
provides general overview
identifies areas of strength and areas to
improve
In-Depth Analysis
select areas in most need of improvement
focus on what can be reasonably addressed
Shumer's Self-Assessment for
Service-Learning
Follow Up:
instruments, by themselves, have limited value
discuss survey results with others in fields of
service, education and service-learning
establish action steps for improvement
Shumer’s Action Steps
Specify what is to be done
who will be responsible
when it is to be accomplished
how you will know it is achieved
List potential human and material resources
Monitor progress within several weeks
Identify what has been accomplished and what
challenges remain
Taking perspective
Implementing service-learning is a learning
process in itself
There will always be aspects of a project that can
be improved
Use those aspects as points for reflection with
students, as well as service partners
Don't lose sight of the many successes
Resources
Learn and Serve Performance Measurement Toolkit
(Project STAR, Aguirre International)
www.projectstar.org/star/Library_ls/toolkit_ls.html
Service-Learning Quality Review (RMC Research)
http://cart.rmcdenver.com/assessment/
National Communication Association Assessment Resources
www.natcom.org/Instruction/sl-new/AssessmentResources.htm
Resources
Shumer's Self-Assessment for Service-Learning (121Kb PDF)
www.servicelearning.org/filemanager/download/3/
UC Berkeley Service-Learning Research and
Development Center
http://gse.berkeley.edu/research/slc/index.html
NSLC Hot Topics: Evaluation & Assessment
http://www.servicelearning.org/article/view/130/1/106/
Feedback
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E-mail: info@servicelearning.org
Phone: 1-866-245-SERV (7378)