the experiences offered there. This can help you to identify additional unintended outcomes if brainstorming and careful analysis have not mapped the entire spectrum of possible outcomes already.

  • Think about how to refine assessment instruments. This chapter discussed assessment instruments and some assessment approaches and how they fit the outcomes they are designed to measure. Consider whether assessment instruments currently being used at your institution can be modified and improved based on these ideas.

  • Share with others. There are many ways to share your assessment experience with others. Make your insights available to the community of informal science educators and draw from other experiences as well.

  • Utilize external resources. A variety of online resources are now available that support assessment and evaluation, and articles and books that address these issues are of increasing quality. Websites that archive resources in informal science learning and teaching (http://www.informalscience.org), after-school program assessment (http://atis.pearweb.org/), or visitor studies (http://www.visitorstudies.org) provide gateways into the assessment and evaluation community.

  • Seek outside expertise. Cooperation and collaboration with academic institutions or professional evaluators will provide access to important knowledge and skills, but ensure that the professionals have the appropriate qualifications and experience to address the unique features and complexities of informal science learning.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement