Service Learning: Assessment and Evaluation in Service-Learning

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Assessment and Evaluation in Service-Learning

	Source: Learn and Serve America National Service-Learning Clearinghouse
	Introduction
	Some of the most frequently asked questions at the National Service-Learning Clearinghouse are related to assessment and evaluation in service-learning, and these questions continue to increase in both number and in specific context. Educators want to know how they can measure student progress and how they can assess other impacts service-learning has on students, such as attitudinal change. Program directors are often looking for instruments with which they can evaluate the effectiveness of their programs, and the impact their programs have on participants. With increasing pressure to meet national standards, the field of service-learning is perhaps more than ever facing demands to show significant results. In order to determine what these specific results are, there is a subsequent demand for evaluation and assessment methods and instruments. Just as service-learning provides a contrast to traditional educational methods, there is a need for methods and instruments that provide a contrast from those traditionally used in educational assessment and evaluation.
	The resources listed in this bibliography have been chosen for the ways in which they meet that need. While the nature of service-learning makes it difficult to quantify the impacts and effects of service-learning, qualitative methods for assessment and evaluation in service-learning are providing some answers for practitioners who want to know the results of their work. These methods include portfolios, journals, and reflection pieces. There are, however, an increasing number of quantitative studies, instruments, and other models that can be useful for assessing and/or evaluating service-learning. The purpose of this bibliography is to direct you to some of the most reliable, innovative, and popular resources currently available.
	Acquiring These Publications
	The easiest and least expensive way to obtain the publications in this bibliography is through your local library. Even if you are not near a university research library, most smaller libraries have inter-library loan agreements at little or no cost to their patrons. An alternative to libraries is to go straight to the source listed in the citations. Many sources are listed more than once throughout this bibliography. So as not to duplicate their contact information in this bibliography that information is as follows:
	Association for Supervision and Curriculum Development 1703 North Beauregard Street, Alexandria, VA 22311-1714; Phone: (703) 578-9600 or 1-800- 933-ASCD; URL: http://www.ascd.org/ Community College National Center for Civic Engagement 1833 W Southern Ave, Mesa AZ 85202; Phone: 602-461-7392 Corporation for National and Community Service 1201 New York Avenue NW, Washington, DC 20525; Phone: 202-606-5000; URL: http://www.nationalservice.org/ Learn and Serve America National Service-Learning Clearinghouse ETR Associates, 4 Carbonero Way, Scotts Valley, CA 95006; Phone: 866-245-7378(SERV); Email: info@servicelearning.org ; URL: http://www.servicelearning.org National Society for Experiential Education 3509 Haworth Dr, Ste 207, Raleigh, NC 27609-7229; Phone: 919-787-3263; URL: http://www.nsee.org/ Service-Learning Research and Development Center University of California, Berkeley, 615 University Hall #1040, Berkeley, CA 94720-1040; Phone: 510-642-3199; URL: http://www-gse.berkeley.edu/research/slc/servicelearning.html UMI Dissertations 300 N. Zeeb Rd. Ann Arbor, MI, USA 48106-1346; Phone: 800-521-3042 or 800-521-0600 URL: http://www.umi.com/hp/Products/Dissertations.html (on-line ordering is available) A third and final option to going to a local library or the original source is to go through commercial document reproduction and delivery services. These offer a convenient way to get copies of serial articles and other documents for those willing to pay for the service. The Educational Resources Information Center (ERIC) collects resources in education which might not normally have a wide area of dissemination. The ERIC Document Reproduction Service (EDRS) provides both microfiche and paper copy reproductions of documents. To order from EDRS you will need the ERIC document number (ED) which can be found in the "avail" field of the citations. To contact EDRS, visit http://edrs.com/ ; phone them at 1-800-443-3742; or write them at 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852
	Bibliography Contents
	Instructional Materials National Service Instrument Examples Study Examples Evaluation Models General Discussion Bibliographies Dissertations Videos Cross References Periodicals Organizations
	At the end of each section, where applicable, there is cross reference information for citations that have been given in a previous section, but relate to the particular section, as well. Each citation is numbered, and each citation's corresponding number is the one given when it is cross- referenced.
	Instructional Materials
	1.Batenburg, Mark, and Denise Clark Pope, Evaluation Handbook: Practical Tools for Evaluating Service Learning Programs, 1997.
	An instructive manual and workbook that provides a wealth of field-tested examples, tools and strategies for every step of the evaluation process. The Handbook begins with service learning program examples, and goes on to advise practitioners on how to complete each step of an evaluation, including how to: explain the reasons for an evaluation, state and choose goals for an evaluation, select the right evaluation tools, and analyze and report data.
	Service-Learning 2000 Center, 24 East 25th Avenue, Suite 2, San Mateo, CA 94403; Phone: 650-356-0288 2. Author: Cunningham, Marilynn Title: Assessment: an Integral Part of Experience and Learning. Year: 1996 Pages: 7 Avail: Located in "The Issue 4: Curriculum Integration" section of Critical Issues in K-12 Service Learning: Case Studies and Reflections. National Society for Experiential Education. Abstract: The author notes how the academic validity of service learning is critical for the growth of service learning. She notes that assessment must show relationship to larger academic goals. Cunningham's model allows students to assess the content learned in service learning through their favorite method of documentation. Process learning is assessed by the stating of the learning objective, gathering of data, analyzing of data, generalizing, and communicating. Context learning is assessed through checklists, rating scales, and time sheets. A copy of a service learning activity sheet and student evaluation form are included in the article. (SH). 3. Authors: Driscoll, Amy, Sherrill B. Gelmon, Barbara A. Holland, Seanna Kerrigan, Amy Spring, Kari Grosvold, and M.J. Longley. Title: Assessing the Impact of Service Learning: A Workbook of Strategies and Methods, 2nd Edition Year: 1997 Pages: 77 Avail: Portland State University, Center for Academic Excellence. Portland State University is no longer offering this workbook. The original authors have an updated edition available through national Campus Compact support from the Corporation for National Service. It is now titled "Assessing Service-Learning and Civic Engagement: Principles and Techniques." Ordering information can be obtained through Campus Compact atwww.compact.org 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. The workbook was prepared by faculty, staff and students at Portland State University. It emerged from their efforts to develop an assessment model that responds to the complexity of service learning and that focuses on all four constituencies of service learning -- students, faculty, community, and institution. The approaches in this workbook provide both quantitative and qualitative measures to document, describe and assess service learning. Attention is given to three levels of assessment - diagnostic, formative, and summative - in the organization of approaches. (Authors) 4. Author: Duley, John S. Title: Learning Outcomes: the Measurement and Evaluation of Experiential Learning. Year: 1982 Pages: 8 Avail: From the "Panel Resource Papers" series; number 6; Jane C. Kendall, editor. National Society for Experiential Education. Abstract: The focus of the paper is to measure and evaluate the learning acquired by students in field experience education, not on program evaluation. Measuring and evaluating are but two steps in the six step process of evaluation. (SH) 5. Author: Service-Learning Research and Development Center Title: Service-Learning Faculty Development at Community Colleges Year: 1998 Pages: 34 Avail: Service-Learning Research and Development Center Abstract: The purpose of the project presented in this report was to study the development of faculty members who engage in service-learning at community colleges, to establish a conceptual framework for studying the impact of service-learning on faculty development, and to develop a system whereby other researchers could duplicate the research process. This report provides an overview of the project and it includes a Faculty Development Assessment Handbook. The Handbook includes a faculty development rubric, as well as information on and forms from the interview, data collection, data analysis, and interpretation processes. (AR) 6. Author: Herman, Joan L., Pamela R. Aschbacher, and Lynn Winters Title: A Practical Guide to Alternative Assessment Publisher: Association for Supervision and Curriculum Development Year: 1992 Pages: 124 Avail: Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314 ($10.95; Stock Number 611-92140); or EDRS, ERIC No. is ED352389 Abstract: Guidance is offered on the creation and use of alternative assessment; and a process model is presented that links assessment with curriculum and instruction, based on contemporary theories of learning and cognition. The introductory chapter, "Rethinking Assessment," provides background on the purposes of assessment and the need for new alternatives, plus an overview of key assessment development issues. Linking assessment and instruction is the focus of Chapter 2, which also reviews current trends in assessment. Chapter 3 considers determining the purpose of the assessment, and Chapter 4 reviews selecting assessment tasks and matching them to student outcomes. Setting the criteria for judging student performance is discussed in Chapter 5. Chapter 6 reviews the steps necessary to ensure reliable scoring. Chapter 7 makes the important point that assessment is not an end in itself, but rather a tool for decision making. In this context, reliability and validity of assessments are discussed. There are 26 figures illustrating the discussion. (SLD) 7. Author: Learn and Serve America National Service-Learning and Assessment Study Group Title: Service-Learning and Assessment: A Field Guide for Teachers Year: 1999 Pages: 188 Avail: Learn and Serve America National Service-Learning Clearinghouse Abstract: Chapter One introduces the Field Guide and the work of the teachers and educators who wrote it. Chapter Two summarizes some thorny issues the study groups faced and the conclusions about assessment they came to share. Chapter Three discusses Washington, DC's development of an assessment planning process for service-learning activities. Chapter Four shares information on the rubrics Maine collected for teachers to use that help provide feedback on student work, and used with on-demand tasks to assess student learning. Chapter Five talks about how California combined student self-assessment and teacher-generated anchor tasks to assess three dimensions of service-learning. Chapter Six discusses Vermont's study of how teachers can invite students into the assessment process right from the beginning. In Chapter Seven, Colorado details how state standards can be met across many subject areas through a curriculum about food and hunger. Chapter Eight highlights how New Hampshire developed coaching tools to help teachers plan and incorporate high-quality assessment into service-learning. Chapter Nine includes reflections on the study group process as a format for action by teachers and other educators. (AR) 8. Author: Melchior, Alan, and Larry Bailis Title: Evaluating Service Learning: Practical Tips for Teachers. Year: 1997 Pages: 3 Avail: Social Studies Review; v36 n2 p40-42 Spr-Sum 1997; ERIC no. EJ548169 Abstract: Outlines approaches for student evaluation in service learning projects. Maintains that most service learning project participants' goals fall into three broad areas: civic development, academic achievement, and personal or social development. Assessment in these areas can be accomplished through tabulation of service hours, student journals, and site supervisor evaluations. (MJP) 9. Author: National Helpers Network, Inc. Title: Student Evaluators: A Guide to Implementation Year: 1994 Pages: 20 + appendices Avail: National Helpers Network, Inc., 875 Sixth Ave, Suite 206, New York, NY 10001; Phone: 212-679-2482; Email: infor@nationalhelpers.org (Cost: $30.00 for nonmembers/$24.00 for members) Abstract: Student Evaluators details the process of training students to design and conduct their own program evaluations. Putting students in the role of novice researchers, Student Evaluators includes materials to help students develop their own evaluation design, collect data and tabulate results and make recommendations on any program in which they are involved. With an overview of the entire process, guidelines for program implementation and tips for troubleshooting, the book makes it easy to engage young people in truly meaningful and challenging work and promises an extraordinary learning experience for educators and youth alike. (Authors) 10. Authors: Neal, Marybeth, and Robert Shumer Title: Evaluation: the Key to Improving Service Learning Programs Year: 1994 Pages: 220 Avail: Learn and Serve America National Service Learning Clearinghouse Abstract: Reviews evaluation as a concept and process. Chapter one defines evaluation, outlines the role of the evaluator, relates evaluation to service learning and discusses resistance to the evaluation process. The second chapter provides evaluation plans, illustrating them with five separate cases. Chapter three provides five evaluation models and the final chapter reviews preparation. 11. Authors: Pickeral, Terry, and Karen Peters Title: Assessing Internal and External Outcomes of Service-Learning Collaborations Year: 1998 Pages: 52 Avail: Community College National Center for Civic Engagement Abstract: "Assessing Internal and External Outcomes of Service-Learning Collaborations" 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. Essays include: Overview: 2 + 4 = Service on Common Ground: An Overview of a Partnership Project; Evaluating Faculty Roles, Rewards, and Relationships in Service-Learning; Rationale for Measuring Multiple Domains When Conducting Service-Learning Student Evaluation; An Institutional Self-Assessment Inventory for Service-Learning; Community Impact: Defining and Assessing the Intentional Community; and Evaluating Campus and Community Partnerships. 12. Authors: Renner, Tanya, and Michele Bush Title: Evaluation and Assessment in Service-Learning Year: 1997 Pages: 92 Avail: Community College National Center for Civic Engagement 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. (Author) 13. Author: Richardson, Scott Title: Service Learning Teacher Training Manual Year: 1996 Pages: 98 Avail: Service Learning Unit, Close Up Foundation, 44 Canal Center Plaza, Alexandria, VA 22314; Phone: 1-800-CLOSEUP, ext. 487, or fax: 703-706-0001. Abstract: A guide for trainers wanting to help teachers use service learning in their classroom. It covers integrating service learning with curriculum, using reflection in the classroom, increasing student and community involvement in project planning, assessing student work, and much more. (Author) 14. Author: Schuman, Steven Title: In Service of Service-Learning: Framing an Evaluation for Effective Programs Year: 1994 Pages: 53 Abstract: This report is divided into three inter-related sections on designing an evaluation for service-learning programs. The first section looks at two broad questions that emerged from the 1991 Wingspread Conference to help define and frame the evaluation of service- learning programs: 1) What was the effect of service-learning on intellectual, moral and citizenship development of participants? 2) What was the effect of service-learning on the advancement of social institutions and democracy? Lists the specific questions in five "focus" categories for service-learning that were developed in response to these questions by conference participants: participant, educational system, community, theoretical basis, and program approaches. The second section lists and explains five targets an evaluation can be built around: documentation of program existence, growth in student's attitudes and preferences, growth in student's academic skills and knowledge, improved program practices and procedures, and improved staff attitudes and behaviors. The third and final section discusses and lists questions for three assessment issues: evaluation design; measures, data collection and procedures; and analysis and conclusions. The report concludes with an extensive 11 page resource list. 15. Author: Shumer, Robert, and Thomas H. Berkas Title: Doing Self-Directed Study for Service-Learning. Year: 1992 Pages: 41 Avail: National Service-Learning Clearinghouse 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. (EH) 16. Authors: Smink, Jay, and Marty Duckenfield Title: Making the Case for Service Learning Action Research and Evaluation: Guidebook for Teachers Year: 1998 Pages: 32 Avail: National Youth Leadership Council, 1910 W County Rd B, Roseville MN 55113- 1337; Phone: 651-631-3672; URL: http://nylc.org/ Abstract: Smink stresses the importance of documenting results of service learning, demonstrating quality service learning programs, ongoing monitoring of service learning programs, and the need for teacher based evaluation and research. Contributors and their articles include Buchen, "Framework for Action Research: A Model of Action Research for Practitioners"; Yugar, "The Research Topic/Subject: Early Questions to ask in Planning Action Research"; Bradley, "The Research Design: New Paradigms for Evaluating Service Learning"; Weatherford, "Data Collection: Innovative Methods for Evaluating Service Learning"; Root, "Data Analysis: Data Analysis is Fun and Easy"; Fertman, "Findings and Final Reports: Writing with the Audience in Mind"; Fertman, "Communication and Dissemination: Sharing What we Learn"; Shumer, "A Further Suggestion: Involving Students in Evaluation"; Duckenfield, "Summary: Making the Case for Service Learning". (SH) 17. Author: Willingham, Warren W. Title: Principles of Good Practice in Assessing Experiential Learning. Year: 1977 Pages: 67 Avail: EDRS -- ERIC number is ED148840 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 reference to fuller discussion in other CAEL reports. An annotated bibliography of 27 CAEL reports is appended (ERIC).
	National Service
	18. Author: Cohen, Carolyn Title: What Service Teaches about Citizenship and Work: The Case of AmeriCorps. Year: 1996 Pages: 50 Avail: EDRS, ERIC No. ED424183 Abstract: This paper reports on an exploratory investigation into some of the possible benefits of service participation. Using the national service program AmeriCorps as a case in point, the paper examines how the service experience might affect participants' citizenship development, workplace skills and career plans. Results are drawn from four focus groups, conducted in 1996, with a total of 24 AmeriCorps members, representing 17 programs in Washington state. Participants ranged in age from 18 to over 60, and all had completed one to two years of service. Findings suggest that new ways to assess AmeriCorps' impact should be considered, as the current strategy which concentrates primarily on measuring effects on the recipient community may underestimate program's value. Though not a comprehensive review of members' experiences notions, the study offers a provocative picture of possibilities, which suggests that more can be -- and is being -- accomplished by the program than is currently thought. (EH) 19. Author: Corporation for National Service Title: Corporation for National and Community Service: Report of the Evaluation Task Force. Year: 1994 Pages: 41 Avail: Corporation for National Service Abstract: The report states the mission of the Corporation for National Service is to engage Americans in community-based service. The evaluation of the Corporation occurred by gathering and aggregating information to demonstrate program impacts on communities and participants, serving as a source of information to help improve program quality and management effectiveness at all levels, and providing data in a timely manner to inform the decisions of policy-makers and key constituencies. The plan is organized into six sections: the mission for evaluation and its guiding principles; objectives; basic evaluation questions; information gathering techniques: proposal to get answers; products and systems that communicate the answer; partnerships; and implementation. (SH) 20. Authors: Gray, Maryann J., Elizabeth H. Ondaatje, Ronald Fricker, Nancy Campbell, Kathy Rosenblatt, Sandra Geschwind, Charles A. Goldman, Tessa Kaganoff, Abby Robyn, Melora Sundt, Lori Vogelgesang, and Stephen P. Klein. Title: Coupling Service and Learning in Higher Education: The Final Report of the Evaluation of the Learn and Serve America, Higher Education Program. Year: 1998 Pages: 181 Avail: Rand, 1700 Main St., P.O. Box 2138, Santa Monica, CA 90407; Phone: 310-451 7002 Abstract: This report addresses impact of the Learn and Serve America Higher Education (LSAHE) service learning initiatives on communities, higher education institutions, and students, and is based on 3 years (1995-97) of data collection and observation at 27 institutions. LSAHE has awarded grants to higher education institutions and community organizations for the development, expansion, or enhancement of service learning courses or programs. Concerning the work performed by LSAHE programs, the study found staff usually spent more time on capacity building (such as course development) than on direct service activities and that students provided 2,650 hours of service. Concerning LSAHE's impact on student service providers, the report found that participating students reported greater civic participation and better life skills. Concerning LSAHE's impact on service recipients in the community, the study found that community organizations perceived student volunteers to be highly effective. Concerning LSAHE's impact on institutions, the report found that most LSAHE institutions reported expanded service opportunities, integrated service courses, and enhanced community relations. Concerning returns on the LSAHE investment to the community, the report concludes that over the 3 years, the programs produced a total community service value close to the level of program expenditures. Recommendations are offered. Six appendices provide methodology details. (Contains 18 references.) 21. Author: Melchior, Alan Title: National Evaluation of Learn and Serve America School and Community Based Programs. Final Report. Year: 1998 Pages: 96 and 9 Appendices Avail: Corporation for National Service; Executive Summary: Abstract: The report presents the findings from a 1994-1997 evaluation of the National Learn and Serve America program by the Brandeis University's Center for Human Resources and Abt Associates Inc. The evaluation addresses the following questions: What is the impact of program participation on program participants? What are the institutional impacts on participating schools and community organizations? What impacts do Learn and Serve programs have on their communities? What is the return on the Learn and Serve investment? (SH)

	Instrument Examples
	22. Authors: Conrad, Dan, and Diane Hedin. Title: Instruments and Scoring Guide of the Experiential Education Evaluation Project. Year: 1981 Pages: 63 Avail: National Service-Learning Clearinghouse Abstract: As a result of the Experiential Education Evaluation project, the publication identified instruments used to measure and assess 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 (Social and Personal Responsibility Scale, Semantic Differential on Attitudes toward Others, Semantic Differential on Community Participation, and Career Exploration Scale); Instruments on Psychological Development (Rosenberg Self Esteem Scale and Janis Field feelings of Inadequacy Scale); Instruments on Intellectual Development (Problem Solving Inventory); and Instruments on Differential Program Impact (Characteristics of a Community Field Experience Checklist, Experiential Educational Questionnaire). The appendix contains the complete Experiential Education Questionnaire, pretest and posttest (ERIC). 23. Author: Davis, Kathleen M., David M. Miller, and Wes Corbet. Title: Methods of Evaluating Student Performance Through Service-Learning Year: 1997 Pages: 94 Avail: Florida Learn and Serve K-12, Center for Civic Education and Service, Florida State University, 930 W Park Ave, Tallahassee FL 32305-2059; Phone: 904-644-3174 Abstract: The authors note that though service learning is being widely used in school settings, measures to assess it are sparse. The document outlines some approaches and examples that might be helpful in examining effectiveness of service learning. Because service learning is so diverse, there arises many ways to assess it, from formal procedures like Likert scales to informal measures (like open-ended reflections). Sample forms include service logs, rating scales, observation forms and checklists, journals logs, and portfolio instructions. (SH) 24. Author: Furco, Andrew Title: Evaluation System for Experiential Education Programs (ESEE) Year: 1996 Pages: 44 Avail: Service-Learning Research and Development Center Abstract: This evaluation guide includes examples of program goal and objectives forms; student pre- and post-tests; journal questions and reflection forms; student field placement forms; student, faculty and community agency group interview protocols; and community agency surveys. These ESEE materials were used in an evaluation of the City of Service Higher Education Consortium conducted by the author. (AR) 25. Author: Furco, Andrew Title: Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education Year: 1999 Pages: 10 Avail: Service-Learning Research and Development Center Abstract: This rubric was designed to assist members of the higher education community in gauging the progress of their service-learning institutionalization efforts on their campus. The rubric is structured by five dimensions widely considered to be key factors for institutionalization: Philosophy and mission of service-learning; faculty support and involvement; student support and involvement; community participation and partnerships; and institutional support. (AR) 26. Author: Shumer, Robert Title: Shumer's Self-Assessment for Service-Learning Scale (SSASLS).. Year: 2000 Pages: 31 Abstract: This purpose of this self-assessment is to help practitioners gather information that will improve their service-learning initiatives. The assessment is divided into the following sections: culture and context, philosophy and purpose, policy and parameters, practice and pedagogy, and assessment and accountability. The self-assessment is divided into two parts. Part I is a 23-question rapid assessment, designed to provide a quick analysis of an initiative's strengths and weaknesses. Part II is a much longer and more detailed version of Part I. While the 23 statements are the same in both parts, Part II provides the opportunity to focus attention on specific components of the Part I general questions. Also see citations: 10, 11, 12
	Study Examples
	27. Authors: Barber, B.R, R.R. Higgins, J.K. Smith, J. Ballou, J. Dedrick, and K. Downing. Title: Democratic Theory and Civic Measurement: A Report on the Measuring Citizenship Project. Year: 1998 Pages: 45 Avail: The Measuring Citizenship Project, Walt Whitman Center, Department of Political Science, Rutgers, The State University of New Jersey, 89 George Street, New Brunswick, NJ 08901-1411; Phone: 732-932-6861; Email: rhiggins@rci.rutgers.edu. Cost is $3. Abstract: Using the Whitman Center Measure (WCM), the authors evaluated the impact of service learning and voluntarism on the civic capacities, beliefs, and activities of youth by pre and post testing youth volunteers and comparison groups of non volunteers. The instrument is grounded in a theoretical perspective which challenges traditional behavioral citizenship research as too cognitively based and as limited by an elite-mass conception of democracy as voting, with its relatedly limited view of civic skills. The researchers found preferences among youth for a participatory view of democracy, significant movement among college volunteers to this perspective, and measurable, often significant increases among college volunteers in their self-evaluation of a set of twenty-three civic skills necessary for citizenship in a strong democracy. They also found significant decreases in political alienation among an AmeriCorps-affiliated youth service program. They conclude that voluntarism can measurably, positively, and under certain circumstances significantly impact the civic capacities, beliefs, and activities of youth (authors). 28. Authors: Bringle, Robert G., and John F. Kremer Title: Evaluation of an Intergenerational Service Learning Project for Undergraduates Year: 1993 Pages: 10 Avail: Educational Gerontology, v19 n5 P407-16 Jul-Aug 1993 Abstract: Fourteen students received training and visited homebound elderly eight times; ten students in an aging seminar visited elderly twice. Compared to a control group of twenty, visitation groups were significantly more positive toward the elderly and in their views of their own aging (ERIC). 29. Authors: Connell, James P., and Jean Baldwin Grossman Title: Urban Corps Assessment Package (URCAP) Manual. Year: 1995 Pages: 141 Avail: Public/Private Ventures, One Commerce Square, 2005 Market St, Ste 900, Philadelphia PA 19103; Phone: 800-755-4778; URL: http://tap.epn.org/ppv/ Abstract: The Urban Corps Expansion Project (UCEP) enrolls youth aged 18 to 23 who have been unsuccessful in the labor market. They are paid a combination of wages, stipends, and incentives that is at least equal to the minimum wage for at least 25 hours of work and 9 hours of basic education and life skills instruction each week. The program incorporates an assessment package to evaluate its key elements, the Urban Corps Assessment Package (URCAP). This URCAP manual describes the four complementary survey instruments developed for the URCAP. They are the: (1) youth survey; (2) staff report; (3) staff survey; and (4) director's report. The underlying theory and the development of these measures are reviewed, and the scales are presented with supporting psychometric evidence. Appendixes present descriptive statistics on scale items (16 tables), correlations among scales (11 tables), and preliminary evidence from a field test of a model of engagement (1 table). (Contains 24 text tables and 63 references.) (ERIC) 30. Author: Kim, Simon, and Others Title: Effects of Participatory Learning Programs in Middle and High School Civic Education. Year: 1996 Pages: 6 Avail: The Social Studies, v87 n4 p171-176 Jul-Aug 1996; or EDRS, ERIC No. EJ538439 Abstract: Evaluates three participatory civic education learning programs developed by the Citizenship Education Clearing House: the Election Program, Missouri State Government Program, and the Metropolitan Issues Program. Evaluation consisted of questionnaires, observation, and interviews. Discovers that the programs are both popular and effective. (MJP) 31. Author: Kraft, Richard J. Title: Review of Research and Evaluation on Service Learning in Public and Higher Education. Year: 1994 Pages: 15 Avail: From "Building Community: Service Learning in the Academic Disciplines," Colorado Campus Compact, 1392 N SPeer Blvd, Ste 200, Denver CO 80203; Phone: 303- 866-6897 Abstract: An annotated selection of research and evaluation projects done on service-learning in public and higher education. The studies are listed under the following categories: general surveys; social growth investigations; psychological development investigations; moral judgement studies; intellectual learning investigations; and community impact and effects on those served. The review concludes with a summary of the evaluation of Colorado service-learning programs, and includes questions from instruments used in that evaluation. (AR) 32. Authors: Wang, Jianjun, Betty Greathouse, and Veronica M. Falcinella. Title: Empirical Assessment of Self-Esteem Enhancement in a CHALLENGE Service Learning Program (A). Year: 1997 Pages: 16 Avail: EDRS ERIC No: ED410485 Abstract: Despite many service-learning programs that are now in practice, the empirical assessment of their effectiveness is sparse, due in part, to the difficulty in identifying a common indicator to measure effectiveness. In order to bolster the empirical assessment of these programs, evaluation of one such service-learning program is presented here. Empirical data, collected from 187 elementary and secondary school students, were analyzed. The elementary school students were split into treatment and control groups based on their involvement in a greenhouse construction project. At the high school level, two experimental groups were each characterized by special tutoring and student service to a historical society. Control groups were used and a self-esteem inventory was adopted to assess the effect of each service-learning project. The results indicate no significant gender differences among the three groups although the special tutoring program was more effective than the greenhouse construction and the historical project in improving student self-esteem and academic performance. The differences in self-esteem enhancement also hinged on student age and community support. Apparently, the longer the service-learning and the older the students, the better the results. (RJM) Also see citation: 10
	Evaluation Models
	33. Authors: Campbell, Patricia, and Susan Edgar Title: Students as Evaluators. A Model for Program Evaluation Year: 1994 Pages: 6 Avail: Phi Delta Kappan v76 n2 p160-165 Oct 1994 Abstract: The authors point out that the student evaluator model is a powerful tool that allows young people to assess their own effectiveness and the impact of their programs through a carefully guided process. The article provides information on the origin, process, criteria for replication and benefits of the student evaluator model, as well as descriptions of how the model has been applied by the National Center for Service Learning in Early Adolescence and the New York City School Volunteer Program. (AR) 34. Authors: Driscoll, Amy, and Barbara Holland Title: Assessment Model for Service Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution. Year: 1996 Pages: 6 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. (author) 35. Authors: Henderson, Bob, Sonali Mehta, and Michael Elrick. Title: A Practitioner's Look at Research: Experientially Based Practitioner-Friendly Program Assessment Measurement Tools. Year: 1996 Pages: 7 Avail: This document is available from the ERIC Document Reproduction Service. ERIC Identifier: ED416058. Clearinghouse Identifier: RC021387 Abstract: School-based outdoor and experiential programs face an increasing demand from outside interests for research-based accountability. This paper suggests that both research and practice are strengthened by researcher-practitioner partnerships and by practitioners conducting their own research. Three modest qualitative research designs are explored as viable tools for practitioner research. In the first study, concept mapping was used to examine students' experiences in the conventional school setting and in the Community Environmental Leadership Programme (CELP), an integrated outdoor experiential program in a Guelph (Ontario, Canada) high school. Students constructed concept maps of their perspectives on schooling before and after CELP. Concept maps are unique in providing researchers with complex information for program assessment while remaining a student-controlled activity. This tool's effectiveness may lie in the fact that concept maps allow students to reflect on their experiences with the personal language that they have constructed. The following year, CELP students wrote short stories about themselves and school, at the beginning and end of the program. With both approaches, student responses were honest and stimulating for the teacher, but concept mapping appeared to be more fun and more liberating for students than the story approach. In the third study, an experiential practitioner who had collected student journal work for 10 years realized that the work was data and could be used to save his program from cutbacks. (SV) 36. Author: Olney, Cynthia, and Steve Grande Title: Validation of a Scale to Measure Development of Social Responsibility Year: 1995 Pages: 11 Avail: Michigan Journal of Service Learning, v2, p43-53, Fall 1995. ERIC number EJ552426 Abstract: Describes the Scale of Service Learning Involvement, developed to validate a service-learning model of development processes experienced by students engaged in community volunteer work, form sporadic involvement to internalization of social responsibility, and to assess student outcomes. Reliability, concurrent validity, and contrasting group validity indicated strong psychometric qualities. Potential applications for the instrument are discussed. (Author/MSE) Also see citation: 10
	General Discussion
	37. Author: Amesberger, Gunter Title: Evaluation of Experiential Learning Programmes: Qualitative and Quantitative Approaches. Year: 1996 Pages: 5 Avail: Journal of Adventure Education and Outdoor Leadership, v13 n2 p58-62 Sum 1996 Abstract: Examines the consequences of the application of different research methods in the field of experiential education. Discusses the meaning of "science"; aims of science, research, and evaluation; systematic, empirical, technological, or emancipatory power of a theory; importance of nomothetic and idiographic rules; researcher-subject relationship; qualitative versus quantitative methods; and aspects of qualitative research. (SV) 38. Authors: Blash Cumbo, Kathryn, and Jennifer A. Vadeboncouer Title: What are Students Learning? Assessing Service Learning and the Curriculum Year: 1998 Pages: 26 Avail: Inter-Library Loan 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. (SH) 39. Author: Carver, Rebecca Lynn Title: Theoretical Underpinnings of Service Learning. Year: 1997 Pages: 7 Avail: Theory into Practice; v36 n3 p143-49 Sum 1997; ERIC No.: EJ554732 Abstract: Introduces the range of goals that service learning promises to achieve, noting specific principles that can help meet those goals. Information is based on a six-year study of experiential education combining academic and field research. A conceptual framework for organizing the planning, development, and evaluation of service and experiential learning is presented. (SM) 40. Institution: Congress of the U.S., Washington, DC. Office of Technology Assessment. Title: Testing in American Schools: Asking the Right Questions. Year: 1992 Pages: 314 Availability: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 ($14.00); or EDRS ERIC No: ED340770 Abstract: This report is aimed at helping Congress better understand the functions, history, capabilities, limitations, uses, and misuses of educational tests; learn more about the promises and pitfalls of new assessment methods and technologies; and identify and weigh policy options affecting educational policy. To prepare this report, the Office of Technology Assessment (OTA) examined technological and institutional aspects of educational testing. This report synthesizes the OTA's findings and outlines options for congressional action. The following chapters are included: (1) "Summary and Policy Options"; (2) "Testing in Transition"; (3) "Educational Testing Policy: The Changing Federal Role"; (4) "Lessons from the Past: A History of Educational Testing in the United States"; (5) "How Other Countries Test"; (6) "Standardized Tests in Schools: A Primer"; (7) "Performance Assessment: Methods and Characteristics"; and (8) "Information Technologies and Testing: Past, Present, Future." The OTA concludes that examining the capability of tests to meet specific objectives is necessary to resolve the conflict over testing in American schools. Issues now before the Congress that could fundamentally alter American testing are changes to the National Assessment of Educational Progress, proposals for national testing, and revisions to provisions for educationally disadvantaged children. Appendix A provides a 63-item list of acronyms, and Appendix B provides a 12-item bibliography of related contractor reports. (SLD) 41. Author: Gray, Maryann Jacobi Title: Reflections on Evaluation of Service Learning Programs Year: 1996 Pages: 5 Avail: NSEE Quarterly, v21 n3 p8-9, 29-31 Spr 1996; or contact National Society for Experiential Education. Abstract: The article describes factors driving interest in assessing program outcomes and reviews some of the challenges facing evaluators of service learning programs. Though the article focuses on the higher education environment, many principles examined are also applicable to high school and middle school programs. (SH) 42. Author: Herrick, Michael J. Title: Assessment of Student Achievement and Learning, What Would Dewey Say? A "Recent" Interview with John Dewey. Year: 1996 Pages: 13 Avail: Journal of Vocational and Technical Education, v13 n1 p17-29 Fall 1996 Abstract: An "interview" with John Dewey explores his view of educational assessment that measures both knowledge and its application as well as the impact of work and life experiences. His arguments for a unitary system that integrates vocational and academic curriculum are presented. (SK) 43. Institution: National Education Goals Panel Title: Assessing Citizenship. The Goal 3 Technical Planning Subgroup on Citizenship Report Year: 1992 Pages: 12 Avail: ERIC (EDRS)-ED 354180 Abstract: This report from the Goal 3 Technical Planning Subgroup focuses on three areas that have been identified as important to improving education of students: community service, voter registration of 18- to 20-year-olds, and knowledge of citizenship. (The aim of Goal 3 is that by the year 2000 American students will have competency in various subject disciplines so they will be prepared for responsible citizenship, further learning, and productive employment.) Within each of these three areas the report examines the available means by which assessment of student progress can be made. The recommendations made by the report include utilizing the National Assessment of Educational Progress (NAEP) to collect data in each of the three areas. (ERIC)
	Bibliographies
	44. Authors: Eyler, Janet, Dwight E. Gyles, and Charlene Gray. Title: At A Glance: What We Know About the Effects of Service-Learning on Students, Faculty, Institutions and Communities, 1993-1999 Year: 1999 Pages: 55 Availability: Learn and Serve America National Service-Learning Clearinghouse Abstract: Summarizes the findings of service learning research in higher education over the past few years. It is designed to provide a quick overview of where we are in the field today and a map to the literature. This report includes the authors' "Annotated Bibliography of Service-Learning Research, 1993-1999." 45. Authors: Hengel, Madeleine S., and Robert D. Shumer. Title: Service-Learning and Evaluation: A Brief Review of Resources and Readings Year: 1997 Pages: 12 Avail: Learn and Serve America National Service-Learning Clearinghouse Abstract: Provides bibliographic information on resources pertaining to: important issues involved in evaluating a service-learning program; studies that "prove'' service-learning is effective (including information on how to contact people who have done evaluation/assess of service-learning); and model evaluation designs and instruments. Includes a listing of existing programs for evaluation and resources for additional information. 46. Authors: Vue Benson, Robin, and Robert Shumer (Updated by Madeleine S. Hengel in 1997) Title: Impacts and Effects of Service Topic Bibliography Year: 1997 Pages: 32 Avail: Learn and Serve America National Service-Learning Clearinghouse Abstract: Section One contains documents on the social and psychological outcomes of service. Section Two deals with the effect of service on academic achievement, intellectual development and school behavior. Section Three lists both the psychological and academic impacts of service. Section Four lists reviews and bibliographies of the research literature. Section Five contains several examples of service program evaluations. Literature pertaining to both K-12 and post-secondary education is included throughout.
	Dissertations
	47. Author: Davis, Donald Raymond Title: The Effectiveness of the Assessment of Learning Outcomes of Students in Experiential Learning Programs Year: 1988 Pages: 190 Institution: Southern Illinois University Avail: UMI Dissertations, Publication No: AAT 8903686 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 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 learning. There is a national trend toward program enhancement in experiential education. Program improvement remains as a prime purpose of assessment and evaluation in experiential education. Simulation/Role Playing, Performance Testing, Self-Assessment, Debriefing Interviews, Product Assessment and Written Assessment were the identified as assessment techniques used by the subjects: Written Assessment being the most frequently used and most effective technique. 48. Author: Dunham, William Paul Title: National Program Performance Indicators for Tech Prep: As Perceived by Tech Prep Coordinators (School to Work) Year: 1997 Pages: 114 Institution: University of Akron Avail: UMI Dissertations, Publication No: AAT 9803699 Abstract: This research began with the process of conceptualizing a nationwide evaluation for Tech Prep programs by identifying program performance indicators that consortia coordinators classified as being beneficial to their program. The study focused on those indicators chosen by the coordinators as well as whether records were kept on those indicators. The research was conducted through questionnaires mailed to Tech Prep consortia throughout the country. Results show that subjects were interested primarily with student success, both in Tech Prep and after graduation and in items that were measurable and easy to collect. The study confirms that Tech Prep performance indicators employed in this research would be appropriate in beginning the design of an evaluation tool for nationwide use in Tech Prep programs. 49. Author: Kollross, Crystal An Title: Service-Learning and Citizenship: Is There a Connection? Year: 1997 Pages: 131 Institution: California State University, Long Beach Avail: UMI Dissertations, Publication No: AAT 1385599 Abstract: This study investigated the effect of short-term service-learning on the development of responsible citizenship in a group of community college students. Four academic classes that had integrated a service-learning component were used as subjects. The Scale of Service Learning Involvement based on the Service Learning Model was used to measure students' progress through three developmental phases based on responsible citizenship. The results indicate that while there was no significant developmental gain in any of the three phases, in further interviews students did convey their desire to participate in some sort of community service in the future. Often, the definition of citizenship seemed to be confused, perhaps due to the large number of foreign born students at the college. 50. Author: Payne, Christopher Anthony Title: Construction of an Instrument to Assess the Service Learning Model: Establishing Concurrent Validity and Internal Reliability Year: 1992 Pages: 216 Institution: University of Northern Colorado Avail: UMI Dissertations, Publication No: AAT 9235588 Abstract: This study investigated the existence of phases as identified by the Service Learning Model (Delve, Mintz, & Stewart, 1990). University of Northern Colorado students with no structured exposure to service-learning and Colorado State students involved in service-learning programs were surveyed to gage the affective, behavioral and cognitive ways in which students experience and understand responsible citizenry. No significant relationship was observed between the phases of the test instrument and parallel learning modes as measured by the Learning-Styles Inventory. It was suggested that learning styles transcend the different ways to experience and understand what it is to be a responsible citizen therefore, do not provide an appropriate measure of concurrent validity. Differences in subjects were significant however, it was unclear if these differences were influenced by involvement in service-learning activities or personal variables such as age and class status. More research needs to be conducted before the Service-Learning Model can be empirically confirmed or rejected. 51. Author: Smith, Marilyn W. Title: An Assessment of Intended Outcomes and Perceived Effects of Community Service- Learning Participation for College Students: "Striking a Chord in the Key of C" (Community Service) Year: 1993 Pages: 210 Institution: University of Maryland College Park Avail: UMI Dissertations, Publication No: AAT 9407691 Note: Also see Michigan Journal of Community Service-Learning, v1 n1 p37-43 Fall 1994 for summary of dissertation entitled, "Community Service Learning: Striking the Chord of Citizenship." This article can also be ordered from EDRS, ERIC No. is EJ552411. Abstract: This study investigated the intended outcomes of service learning on participants, particularly in light of the fact that colleges and universities are integrating community service as an element of the undergraduate experience, and influential politicians and national organizations are creating policies that connect service and education, despite the lack of scholarly research into the effects of service participation on the students who serve. Administration from a national organization, government policy makers and the administration, faculty, program managers, and students from an institute of higher education were interviewed and studied. Views were extracted on 13 themes of service learning outcomes: Personal Connections, Career Development/Goal Setting, Change, Competencies, Contribution, Spiritual Development, Commitment, Clarification of Values, Confrontation, Cognitive Connections/Curriculum, Self-Concept, Civic Participation, and Emotions. Results reveal considerable harmony, as well as dissonance between the intended outcomes and the students' perceived effects. Analysis of service-learning discourse extracted common words and phrases through which the conceptual these for outcomes are conveyed. The findings provide a basis for informed policy and program design, institutional goal clarification and assessment, and the foundation for further service-learning research.
	Videos
	53. Author: Arter, Judy Title: Assessing Student Performance (Professional Inquiry Kit) Year: 1998 Minutes: 30 Avail: Association for Supervision and Curriculum Development; ID #: 196214S25 (Member Price: $159.00, Retail: $191.00) Note: Kit also includes 8 folders of print material, 294 pp. Abstract: This kit is designed to help school study groups improve their understanding of assessing student performance. Each folder in the kit contains resources such as journal articles, book chapters, actual student work, case studies, and video clips that study groups can use to explore the topic of assessment. Activities and suggestions for group study of the resources are included. For All pre-K through adult-aged educators, especially school-based or district-based study groups, school improvement teams, or site-based management councils or any group interested in studying performance-based assessment together. (ASCD) 53. Author: Association for Supervision and Curriculum Development Title: Performance Assessment: What Have We Learned, What Problems Remain to Be Solved? Year: 1999 Avail: Association for Supervision and Curriculum Development; ID #: 496272S25; (Member Price: $79.95, Retail: $95.95) Note: Part of The ASCD Conference on Teaching & Learning: Assessment--Sessions on videossette, November 1996. Abstract: Panel discussion exploring the successes and failures of assessment reform, including classroom, district, and state case studies, broad philosophical outlooks, and impacts on teaching practices. (ASCD) 54. Author: Association for Supervision and Curriculum Development Title: Redesigning Assessment Series Year: 1998 Minutes: Tape 1 ("Introduction"): 24 minutes, Tape 2 ("Portfolios"): 40 minutes; Tape 3 ("Performance Assessment"): 34 minutes. Avail: Association for Supervision and Curriculum Development; ID #: 614237S25 (Complete series Member Price: $680.00, Retail: $780.00; Price of second and third tapes for those who previously purchased the Introduction tape: Member Price: $452, Retail: $502; title can also be ordered individually) Abstract: This series consists of three videotapes and three Facilitator's Guides that focus on performance-based approaches to student assessment, with activities for a one-hour workshop and a 3 ½ hour workshop, handouts, overheads, and a reference list. The tapes show how teachers use portfolios, performance-based assessments, and other tools in elementary, middle, and high schools. 55. Authors: Cairn, Rich, and Susan Cairn Title: Assessing Learning Through Service Year: 1999 Minutes: 30 Avail: Minnesota Department of Children, Families, and Learning, 550 Cedar Street, Capitol Square Building, St. Paul MN 55101; Telephone: 651-282-6743 Email: nancy.riestenberg@state.mn.us ; Abstract: In "Assessing Learning through Service," teachers in three Minnesota schools demonstrate methods of authentic assessment or performance-based assessment as they document what students learn through service-learning experiences. Featured tools include rubrics, checklists, portfolios, site supervisor interviews, reflection journals, student self-assessment, and teacher visits to sites. These programs help students meet Minnesota's new project-oriented High School Graduation Standards. The study guide includes copies of assessment tools shown in the video. The tape may be shown in four independent segments. The tape and guide are designed for staff development of teachers implementing service- learning programs. (authors) 56. Authors: Dietel, Ronald, Joan L. Herman, and Eva L. Baker. Title: Assessing the Whole Child Year: 1994 Minutes: 18 Avail: National Center for Research on Evaluation, Standards, and Student Testing at the University of California Graduate School of Education, 405 Hilgard Avenue, 145 Moore Hall, Los Angeles, CA 90024; Phone: (310) 206-1532 (Cost: $15.00) Abstract: Narrated by Patrick Stewart, this 18-minute video production shows students participating in a variety of performance assessments including portfolios, self-evaluations, exhibitions, and journals, all used by teacher Charlotte Higuchi to assess the progress of her 3rd- and 4th-grade students. Each assessment shows student-teacher communication and classroom interaction, emphasizing small-group collaboration. Assessing the Whole Child is useful to states, school districts, teachers, and parents interested in performance assessment. A 30-page guidebook is included. (CRESST) 57. Author: Tomlinson, Carol Title: Developing Performance Assessments Year: 1999 Minutes: 55 Avail: Association for Supervision and Curriculum Development; ID #: 496251S25 (Member Price: $328.00; Retail: $398.00) Abstract: One 55-minute video program and a Facilitator's Guide explain and show how to use the four major components of the process of developing performance assessments. The four components are: Selecting the learning goals/objectives/content standards, Designing the task, Determining how to evaluate the task, Reviewing and revising the task and scoring tools. The program shows actual examples of task design sessions, classroom implementation of the task, and task revision sessions. Examples are drawn from elementary, middle school and high school classrooms engaged in science, language arts, and math lessons. Featured experts Grant Wiggins and Jay McTighe explain concepts and practices. The 88-page Facilitators Guide includes outlines for a 1.5-hour workshop and a 4-hour workshop that leads participants through the entire development process and teaches them how to develop their own performance assessments. The Facilitator's Guide also contains handouts, overheads, and background readings. (ASCD)
	Cross References
	Student Assessment: See citations: 2, 3, 4, 6, 7, 8, 12, 13, 17, 18, 22, 23, 27, 32, 34, 36, 38, 40, 42, 43, 47, 48, 49, 51, 55 Program Evaluation: See citations: 1, 9, 10, 11, 12, 14, 15, 16, 19, 20, 26, 28, 29, 30, 33, 35, 37, 41, 45, 50 Assessing Attitudinal Change: See citations: 1, 3, 14, 21, 22, 27, 34 K-12: See citations: 13, 21, 30, 32, 40, 43, 55, 56 Higher Education: See citations: 5, 11, 12, 20, 25, 27, 28, 34, 44, 47, 48, 50 Qualitative Research: See citations: 5, 15, 34, 37 Quantitative Research: See citations: 27, 36, 37
	Periodicals
	Applied Measurement in Education 365 Broadway, Hillsdale, NJ 07642, Lawrence Erlbaum Associates Educational Assessment 365 Broadway, Hillsdale, NJ 07642, Lawrence Erlbaum Associates Educational Leadership Alexandria, CA: Association for Supervision and Curriculum Development Educational Measurement: Issues and Practices National Council on Measurement in Education, 1230 17th Street, Washington, DC 20036-3078 Journal of Educational Measurement National Council on Measurement in Education, 1230 17th Street, Washington, DC 20036-3078 Michigan Journal of Community Service-Learning University of Michigan, 1024 Hill Street, Ann Arbor MI 48109-3310; Telephone: 734-763-3548 Addresses service-learning in higher education, with some pieces of interest to secondary-school teachers. Phi Delta Kappan 408 North Union Street, PO Box 789, Bloomington IN 47402-0789 Practical Assessment, Research and Evaluation (PARE) http://pareonline.net/ This on-line journal is supported in part by the Department of Measurement, Statistics, and Evaluation at the University of Maryland, College Park. Its purpose is to provide education professionals access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice, especially at the local education agency (LEA) level.
	Organizations
	American Association for Higher Education Assessment Forum One Dupont Circle NW, Suite 360, Washington, DC 20036 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. Association for Supervision and Curriculum Development (ASCD) Network on Authentic Assessment, Pacific Educational Laboratory, Suite 1409, 1164 Bishop Street, Honolulu, HI 96812 808-532-1900 ASCD sponsors special interest groups called networks to help curriculum developers and supervisors exchange ideas, solve problems, and collaborate on issues of mutual concern. The network on authentic assessment is facilitated by Kathleen Busick. Cascade Educational Consultants Terry Pickeral, 2622 Lakeridge Lane, Bellingham, WA 98226 Telephone: 360-676-9570 Website includes overview, rationale, challenges, and methods to assess the impact of service-learning on students, teachers, schools, and community. Also includes models for assessing both impact and program effectiveness. Clearinghouse for Higher Education Assessment Instruments University of Tennessee, Knoxville, 212 Claxton Education Building, Knoxville, TN 37996; 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. Constitutional Rights Foundation (CRF) 601 South Kingsley, Los Angeles CA 90005; http://www.crf-usa.org/ Publishes the CRF Network Newsletter on a regular basis, which carries information on new books, mini-grants, current materials, and descriptions that include assessment of school/youth/service partnerships. The Council of Chief State School Officers State Education Assessment Center One Massachusetts Avenue NW, Suite 700, Washington, DC 20001-1431 202-408-5505 The Council established the State Education Assessment Center to improve the quality and comparability of data on education, including state-by-state achievement data, indicators of quality in such areas as math and science, and performance assessment of teachers and students. ERIC Clearinghouses on Assessment and Evaluation The Catholic University of America, 209 O'Boyle Hall, Washington, DC 20064-3893 202-319-5120 Acquires, selects, and abstracts education information on testing and evaluation, includingmeasurement devices, research design, and methodology. National Center for Service-Learning and School Change 333 Market Street, Harrisburg PA 17126, 717-787-6749 The center supports redesigning school structures, curriculum, and assessment practices through service learning. Northwest Regional Educational Laboratory (NWREL) 101 South Main Street, Portland, OR 97204-3297 Phone: 503-275-9500; URL: http://www.nwrel.org/ NWREL 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. For more information call the number listed above or visit www.nwrel.org/eval/index.html. Project STAR 480 E. 4th Ave., Unit A, San Mateo, CA 94401-3349 Phone: 1-800-548-3656; Fax: 650-348-0261; Email: star@aiweb.com Project STAR is a Corporation for National Service sponsored technical assistance provider in evaluation. We can help your National Service program set measurable objectives, develop evaluation plans, identify or create evaluation instruments, determine the best strategies for collecting data, decide how to analyze data you have collected and determine how to report your evaluation results to stakeholders. RMC Research Corporation 1512 Larimer Street, Suite 540, Denver CO 80202 Telephone: 800-922-3636 or 303-825-3636; URL: http://www.rmcdenver.com/ RMC Research Corporation brings both variety and depth of research and evaluation expertise to its clients for either quantitative or qualitative studies. RMC Research Corporation staff can assist with literature reviews, cross-site analyses, focus groups, electronic or written surveys, interviews, evaluation instrument design, historical studies, longitudinal studies, or comprehensive case studies. Service-Learning Research & Development Center University of California, Berkeley, 615 University Hall #1040, Berkeley, CA 94720-1040, Phone: (510) 642-3199; URL: http://gse.berkeley.edu/research/slc/ The mission of the Service-Learning Center at the Graduate School of Education, University of California, Berkeley, is to develop, implement, facilitate, and evaluate community service programs that are an integral part of the academic curriculum. Their website has links to AmeriCorps and other evaluation instruments and protocols. The UCLA Service-Learning Clearinghouse Project 2005C Moore Hall/Box 951521, Los Angeles, CA 90095-1521; Phone: 310-206-4815; Fax: 310-794-5004; Email: heslcp@gseis.ucla.edu ; URL: http://www.gseis.ucla.edu/slc/ The UCLA Service-Learning Clearinghouse Project provides information and resources to the higher education service learning field, focusing on Faculty Issues, K-H Partnerships, Assessment and Evaluation, Training and Technical Assistance, and Service-Learning Research.

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