FAQ: Assessment of student learning through service

This week’s question:
Where can I get information on how to assess student learning through
service?

As Information Specialists at the Learn and Serve America National
Service Learning Clearinghouse, we have started putting together a list
of questions frequently asked by callers on our toll-free number
(1-800-808-SERVe, or 1-800-808-7378).  As this list has grown rapidly
over time, we have decided that it would be helpful to share a question
with its answer on a regular basis to the listserv.  If anyone has any
answers which are not addressed in an FAQ please feel free to share that
information with the listserv, and we will add it to our resources as
well.  Just remember that the Frequently Asked Questions list is
generated in response to your questions, so please feel free to call our
toll-free number and an information specialist will gladly assist in
your query, or email us at serve@tc.umn.edu .

This week’s question:
Where can I get information on how to assess student learning through
service?

Instructional Materials
Author: Cunningham, Marilynn
Title: Assessment: an Integral Part of Experience and Learning
Year: 1996
Avail: Located in "Issue 4: Curriculum Integration" section of Critical
Issues in K-12 Service Learning: Case Studies and Reflections. National
Society for Experiential Education, 3509 Haworth Dr, Ste 207, Raleigh,
NC 27609-7229; Phone: 919-787-3263; URL: www.nsee.org
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)

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, 3509
Haworth Dr, Ste 207, Raleigh, NC 27609-7229; Phone: 919-787-3263; URL:
www.nsee.org
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)

Author: Melchior, Alan; Bailis, Larry
Title: Evaluating Service Learning: Practical Tips for Teachers
Year: 1997
Avail: Social Studies Review; v36 n2 p40-42 Spr-Sum 1997
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)

Authors: Renner, Tanya; Michele Bush
Title: Evaluation and Assessment in Service-Learning
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. (author)

Author: Richardson, Scott
Title: Service Learning Teacher Training Manual
Year: 1996
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)

Author: Warren W. Willingham
Title: Principles of Good Practice in Assessing Experiential Learning.
Year: 1977
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).

Instrument Examples
Authors: Conrad, Dan and Hedin, Diane.
Title: Instruments and Scoring Guide of the Experiential Education
Evaluation Project.
Year: 1981
Avail: National Service-Learning Clearinghouse, University of Minnesota,
1954 Buford Avenue, R460 VoTech Building, St. Paul, MN 55108; Phone:
1-800-808-7378
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).

Author: Davis, Kathleen M.; Miller, M. David; Corbett, Wes
Title: Methods of Evaluating Student Performance Through
Service-Learning
Year: 1997
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)

Study Examples
Author: Davis, Donald Raymond
Title: The Effectiveness of the Assessment of Learning Outcomes of
Students in Experiential Learning Programs
Year: 1988
Publication Type: Dissertation
Institution: 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 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.

Authors: Driscoll, Amy; Barbara Holland
Title: Assessment Model for Service Learning: Comprehensive Case Studies
of Impact on Faculty, Students, Community, and Institution
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. (author)

Author: Hesser, Garry
Title: Faculty Assessment of Student Learning: Outcomes Attributed to
Service-Learning and Evidence of Changes in Faculty Attitudes About
Experiential Education
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. (MSE)

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
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)

General Discussion
Authors: Blash Cumbo, Kathryn; Jennifer A. Vadeboncouer
Title: What are Students Learning? Assessing Service Learning and the
Curriculum
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.
(SH)

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)

Videos
Authors: Cairn, Rich; Susan Cairn
Title: Assessing Learning Through Service
Year: 1999
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; URL: http://www.cfl.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)

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

Phi Delta Kappan
408 North Union Street, PO Box 789, Bloomington IN 47402-0789

Organizations
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.

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: 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.  The network on authentic
assessment is facilitated by Kathleen Busick.

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.

Constitutional Rights Foundation
601 South Kingsley, Los Angeles CA 90005; 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;
Phone: 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
Phone: 202-319-5120

Acquires, selects, and abstracts education information on testing and
evaluation, including measurement 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.

National Council for the Social Studies
3501 Newark Street NW, Washington, D.C. 20016

Regularly publishes articles of special interest on civic education and
school-based service-learning.

National Research Center on Student Learning
University of Pittsburgh, Learning Research and Development Center
3939 O’Hara Street, Pittsburgh, PA  15260; Phone: 412-624-7020

Explores how thinking and reasoning skills can be taught and examines
how content in various subjects, particularly mathematics, science, and
social studies, is learned.  The center also investigates exemplary
teaching practices and ways to teach students how to become competent
thinkers, learners, and problem solvers.  Research information is
disseminated through a newsletter and technical reports.

Northwest Regional Educational Laboratory (NWREL)
101 South Main Street, Portland, OR  97204-3297
Phone: 503-275-9500; URL: 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.  For more information call the number listed above or visit
www.nwrel.org/eval/index.html.

RMC Research Corporation
1512 Larimer Street, Suite 540, Denver CO  80202
Phone: 800-922-3636 or 303-825-3636; URL: 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.


We hope this information is helpful.  Thank You.

Andrea Roufs and Charles Cook
Information Specialists
Learn and Serve America
National Service-Learning Clearinghouse
1-800-808-7378
http://umn.edu/~serve

**If you need assistance implementing service-learning programs, have
questions, or simply want to speak with someone who has "been there,"
you can utilize the Learn and Serve America Exchange as a resource. For
more Information contact: 1-877-LSA-EXCHange (toll-free) or
www.lsaexchange.org.