Evaluations can provide important information about 4-H Science programming, including whether or not, or to what degree outcomes have been achieved; areas necessary for program improvement; and to demonstrate to funders the value of a particular program.
Formative evaluations are primarily concerned with process and how well a program worked, and the information gained is typically used to feed back into program improvements. Summative evaluations focus on the outcomes of the program; for example, they might attempt to determine what skills the young people learned.
Examples and Tools
Formative Curriculum Evaluation (Pilot Testing)
|4-H Junk Drawer Robotics||Student Curriculum Feedback Survey Final|
|Adult Curriculum Feedback Survey Final2|
|There's No New Water!||TNNW - Formative Evaluation_Participants|
|TNNW - Formative Evaluation_Interns|
National 4-H Common Measures 2.0
The National 4-H Common Measures instruments are designed to assess the impacts of 4-H programs in science, healthy living, citizenship, college/career readiness, and universal positive youth development. Please note that the tools are approved for use with 4-H youth programs only. 4-H staff and volunteers are encouraged to use the instruments to evaluate the impacts of your local program to make data-driven programming decisions and report program impacts to local stakeholders. https://4-h.org/professionals/common-measures/#!common-measures-2-0
Full Surveys contain the Core and Supplemental questions for each Content Block. Items highlighted in yellow indicate Core questions for each Content Block; these items should not be deleted from the content block (remove highlighting before distributing survey). Non-highlighted questions represent supplemental questions which can be deleted one by one from each content block as needed.
Children, Youth, and Families At-Risk (CYFAR) Science Common Measure
CYFAR Common Measures- Science (Middle & HS)
(Middle and High School)
This 23-item instrument measures attitudes toward math and science and self-perception of ability in the scientific inquiry process. Combines the interest in science scale from the Mathematics and Science Attitudes Survey (Paciorek, 1997) and the competency in science scale from the Science Process Skills Inventory (Arnold & Bourdeau, 2009). More information
Database of Science Evaluation Tools
This is a searchable website of assessment tools for informal science learning. The goal is to provide practitioners, evaluators, researchers and policy makers with the information to choose appropriate tools for assessing program quality and outcomes for children and youth. Supported by the Noyce Foundation, PEAR (Program in Education, Afterschool and Resiliency), located at Mclean Hospital and Harvard Medical School, reviewed existing tools and published the findings in a report titled Toward a Systematic Evidence-Base for Science in Out-of-School Time: The Role of Assessment.