Tracking Evaluation Capacity with Youth Professionals

Silliman, Ben; Guin, Autumn

doi:10.5195/jyd.2012.150

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…While evaluation involves a vast breadth of components, YPE methods could focus on evaluation competencies such as identifying indicators to measure program success, forming evaluation questions, selecting/creating data-collection instruments, collecting data, analyzing and interpreting data, communicating results, thinking analytically, etc. (Arnold, 2006;Silliman & Guin, 2012). YPE methods should also cultivate evaluation knowledge and perception such as evaluation terms and concepts, qualitative vs. quantitative data, data validity and reliability, evaluation ethics, evaluation importance, evaluation impact, etc.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Evaluation Skill-a-Thon: Evaluation Model for Meaningful Youth Engagement

Sparks

Molina

Shepp

et al. 2021

JYD

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Active engagement of youth participants in the evaluation process is an increasingly sought out method, but the field can still benefit from new methods that ease youth participatory evaluation implementation. Meaningful youth engagement in the evaluation process is particularly advantageous under the 4-H thriving model because of its potential to contribute to positive youth development, foster relationship building, enhance evaluation capacity, and improve program quality through improved evaluations. This program sought to facilitate actively engaging youth in the evaluation process by breaking it up into clear and manageable steps including evaluation design, data collection, data interpretation and analysis, reporting results, and outlining programmatic change. To achieve this aim, program staff designed the Evaluation Skill-a-Thon, a set of self-paced, experiential evaluation activities at various stations through which youth participants rotate. Actively involving youth participants in the evaluation process using the Skill-a-Thon model resulted in youth being able to identify and design programmatic changes, increased participation and response rates in other evaluations, and several youth participants’ gaining an interest in evaluation and working to design evaluations in later years. The Evaluation Skill-a-Thon holds promise for actively engaging youth participants in the entire evaluation process, easy implementation, and increasing evaluation capacity.

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Section: Review Of the Literaturementioning

confidence: 99%

The Evaluation Skill-a-Thon: Evaluation Model for Meaningful Youth Engagement

Sparks

Molina

Shepp

et al. 2021

JYD

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“…Simultaneous developments in evaluation capacity-building that focused on utilizing PYD theory to articulate program logic models further integrated training in program planning and evaluation with youth programming (Arnold, 2006;Silliman & Guin, 2012;Taylor-Powell & Boyd, 2008).…”

Section: Setting the Stage: The 4-h Program As An Examplementioning

confidence: 99%

From Theory to Practice: A Critical Review of Positive Youth Development Program Frameworks

Arnold

Silliman

2017

JYD

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SER project: analysis of the skills profile of students from three Portuguese professional schools

Neves,

Rodrigues

2024

Front. Educ.

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IntroductionThis research aims to evaluate the effectiveness of the SER project, which focuses on autonomy and curricular flexibility. Additionally, it seeks to assess the profiles of students from three Portuguese professional schools in relation to their social and emotional skills, self-concept and personal development after project implementation.MethodsThe sample comprised of 381 students aged between 15 and 20 years. The study employed a quantitative methodology with data collected using the Social and Emotional Skills Questionnaire, the Self-Concept Scale, and the Positive Youth Development Scale.ResultsSchool 1 includes students who tend to exhibit high levels of Social Awareness and Cooperation. School 2, while not excelling in any particular competencies, shows above-average values across all assessed dimensions. Finally, students at School 3 demonstrate elevated levels in Interpersonal Relationships, Self-Esteem, Self-Management, Self-Concept, and Decision-Making.DiscussionIt was found that student profiles differ depending on the school they attend, and it was found that statistically significant differences occur between School 1 and School 2 in Decision-Making and between School 1 and School 3 in Interpersonal Relationships.

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Tracking Evaluation Capacity with Youth Professionals

Cited by 4 publications

References 6 publications

The Evaluation Skill-a-Thon: Evaluation Model for Meaningful Youth Engagement

The Evaluation Skill-a-Thon: Evaluation Model for Meaningful Youth Engagement

From Theory to Practice: A Critical Review of Positive Youth Development Program Frameworks

SER project: analysis of the skills profile of students from three Portuguese professional schools

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