Evaluation Instrument Toolkit, by Keyword - OregonMentors.org. The Instrument Toolkit contains both multi-domain tools that capture information about many different aspects of a young person’s life, attitudes, perceptions, and behaviors, and narrower instruments that focus on one specific domain, such as self-esteem or alcohol use, for example. There are 63 total instruments in the collection at this time. You can search for both types of instruments using the keyword feature below. Selecting a keyword will generate a list of all the instruments, both specific and multi-domain, that are related to that keyword.
Please keep in mind that these instruments can come at topics from many different angles. For example, a self-esteem survey that happens to ask about feelings about school will be associated with both the “Self-Esteem/Efficacy” and “School and Academics” keywords. So you may need to look closely at specific instruments to see if they capture the data you want. Simply click the name of an instrument for more details and download information. Www.sohe.wisc.edu/is/documents/CIRCLEWP55FlannaganSyvertsenStout.pdf. 2012 Traffic Safety Culture Index | AAA Foundation for Traffic Safety. Browse Evaluations : Informal Science. Refine Your Search : Research & Evaluation Instruments Displaying results 1 - 10 of 331 Goodman Research Group, Inc.
(GRG) conducted summative evaluation of Origins of the Universe, the 4-part NOVA miniseries. The Origins series chronicled the history of the earth's formation, how the universe evolved to permit the emergence of life on earth, the likelihood that there is life beyond earth, and the tools and techniques [...] view details Organization(s)Goodman Research Group, Inc. | Goodman Research Group, Inc. | Unicorn Projects, Inc. | Goodman Research Group, Inc.
Funding SourceNSF Date Created05/01/2005 Content SourceCAISE Audienceelementary school Children (6-10) | middle school Children (11-13) | Adults | General Public | Museum/ISE Professionals | Evaluators Resource TypeResearch and Evaluation Instruments | Survey | Evaluation Reports | Summative Environment TypeMedia and Technology | Broadcast Media | Public Educational Programs | Community Outreach Programs close details Funding Source.
Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource / Publications & Resources / Out-of-School Time. Introduction A growing investment in evaluation, for purposes ranging from continuous improvement to accountability, has led to increased requests from the out-of-school time (OST) community for practical evaluation tools. As part of Harvard Family Research Project’s continuing effort to help practitioners and evaluators choose appropriate evaluation methods, this guide describes a select set of instruments and tools that can be obtained and used for on-the-ground program evaluation. Whether you are conducting first-time internal evaluations or large-scale national studies, these evaluation instruments can be used to assess the characteristics and outcomes of your programs, staff, and participants, and to collect other key information.
The information in this guide can help practitioners and evaluators find evaluation instruments that match their program and evaluation goals and characteristics. The evaluation instruments in this guide are presented in tables organized by content area. Index of /instruments. Positive Youth Development in the U.S.: Research Findings on Evaluations of Positive Youth Development Programs: Executive Summary. Contents The past 30 years have seen widespread proliferation of prevention and positive youth development programs. During this time, prevention programs have been the subject of much evaluative study.
More recently, the field has witnessed a greater focus on evaluation of programs emphasizing positive youth development, the subject of the present study.1 Interest in positive youth development has grown as a result of studies that show the same individual, family, school, and community factors often predict both positive (e.g., success in school) and negative (e.g., delinquency) outcomes for youth. Such factors as developing strong bonds with healthy adults and maintaining regular involvement in positive activities not only create a positive developmental pathway, but can prevent the occurrence of problems. While encouraging, these findings highlight the need for systematic review across programs to further their general acceptance by the field.
Defining Positive Youth Development. Youth Development Research. 4-H is dedicated to learning and understanding how its programs help youth become responsible citizens leading healthy and productive lives and discovering critical science-focused innovations. Learn more about these important findings on youth and 4-H: 4-H Helps Young People Excel Beyond Their Peers Findings from the first-of-its kind research project reveal how young people benefit from the programs and life-changing experiences offered by 4-H.
In fact, according to the study, 4-H'ers are nearly 4 times more likely to contribute to their communities. Learn more about the ground-breaking research: The Positive Development of Youth: Comprehensive Findings from the 4-H Study of Positive Youth Development 4-H Youth Make Healthy Choices 4-H Healthy Living initiatives are proven to engage youth in positive healthy living behaviors.Learn more about 4-H Healthy Living Research 4-H Science Programming Helps Students Excel Common Measures. Files/MeasuringYouthProgramQuality_Brochure.pdf. TASC: NYSAN: Quality Assurance: NYSAN Program Quality Self-Assessment Tool. NYSAN Program Quality Self-Assessment Tool The QSA Tool is one of few self-assessment instruments available.
It is intended to help program leaders and staff, in collaboration with other stakeholders, to better understand the indicators of a high-quality program and reflect on all aspects of their program's operation. It is full of practical, real-world strategies, tips, case studies, sample tools, and reflection questions that will guide and support you as you cultivate a culture of learning in your organization. It's called a "tool" because it is meant to help your organization grow, and it designed to be tailored according to your needs. How you use it depends on your organization's needs, strengths, challenges, maturity, and capacity. It is not meant to be used as a device for judging the program as "good" or "bad. " Rather, the QSA Tool is intended to be used as a guide for making every part of your program the best that it can be. Want to learn more? How Is the NYSAN QSA Tool Used? Test Link: About the Test Collection.
HSSSE: CEEP: Indiana University Bloomington. USA: Enumeration Forms. Go Back to IPUMS Documentation Index This section contains facsimile copies of the enumeration forms used in the decennial census of the United States from 1860 through 2000, and the 2000-2006 American Community Survey. Most of the forms are contained in Bureau of the Census, 200 Years of U.S. Census Taking: Population and Housing Questions, 1790-1990. While the facsimiles convey the physical layout of the documents used to enumerate the population, they are not always clear enough to actually read the questions. For this reason, we have also included text of the questions. Enumerator instructions for the early years - beginning with 1850 -- and general instructions included with the self-enumeration forms in the later years are also reproduced here. The facsimile schedule for 1850 is not included in 200 Years of the U.S.
Until 1950, respondents for the U.S. census were asked questions by phone or in-person by enumerators. Institute for Applied Research in Youth Development - Tufts University. From Soft Skills to Hard Data: Measuring Youth Program Outcomes | The Forum for Youth Investment. Everyone who runs a youth program believes in their hearts that their program helps kids – but in their heads, they know they need convincing data to prove it. This guide from the Forum for Youth Investment – From Soft Skills to Hard Data: Measuring Youth Program Outcomes – updated from 2011, is here to help them get it. The guide addresses a common problem throughout the youth field: We know that out-of-school time (OST) programs can help youth develop skills and attributes they need to be ready for college, work and life – skills and attributes like communications, relationships and collaboration, critical thinking and decision making, and initiative and self-direction.
But few OST programs have the tools to effectively measure those outcomes. Finding the right one can be daunting. From Soft Skills to Hard Data reviews ten youth outcome measurement tools that are appropriate for use in after-school and other settings. Evaluate Research: University of Minnesota Extension. Positive Youth Development (PYD) Download PQA | Center for Youth Program Quality. The Youth Program Quality Assessment (PQA), School-Age Program Quality Assessment and several extensions (STEM, Arts, Academic Climate, Health and Wellness) were designed to assess the quality of learning environments and to identify staff training needs. These are the field-leading quality assessments for out-of-school time organizations, in part because you and many others have found them useful.
In the past, these instruments have only been available – at cost – from the Weikart Center at the Forum for Youth Investment. We are pleased to share these tools as pdf downloads, subject to the following recommendations and terms. Youth and School-Age Program Quality Assessment (PQA) Recommendations for Use Measuring Quality. When using any of the PQAs, we recommend that you consult the Youth Program Quality Assessment Handbook and that you, or someone on your team, consider attending a one-day PQA Basics training. Improving Quality. Terms of User Agreement Sincerely, Supplements to the PQA. CART: Compendium of Assessment and Research Tools.
Evaluation Toolkit Table of Contents. Policy Studies Associates. Tools and Resources for Assessing Social Impact. NCLC QNA. Resources to assess student civic competencies and school climate Creating effective citizenship education accountability systems continues to be a priority that a wide range of experts and state coalitions nationwide now agree must be addressed by policymakers.
And yet, as of April 2005, only 19 states' assessment systems include knowledge of government or civics, and only 11 states include performance on civics/government or social studies assessments as part of their school or district accountability systems. According to the Campaign for the Civic Mission of Schools, identifying and/or developing high-quality civic assessments of all kinds would enhance accountability for civic teaching and learning, and motivate states to refine and strengthen their civic standards.
In August 2004, the ECS National Center for Learning and Citizenship started collecting, judging and coding existing assessment instruments. We welcome your comments to improve this database. Who can use this database? Welcome to Toolfind | Toolfind.