18+ (Adult and older)

Participant Voice

This set of

Uses narrative forms, such as thoughts or feelings to describe what is being evaluated. Can provide rich context for examining participants’ experiences and how a program operates. Allows for questions to be investigated in-depth.

tools intend to help programs/organizations understand how participants experience their program(s). Because of the qualitative nature of the tools, this approach lifts up participants’ voice in their own words, as opposed to a closed-ended survey tool. These tools help capture the nuance and story of participant experience and can be useful for both internal understanding and external reports to funders, boards,

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

members, and other key partners.

DEVISE: Motivation for Doing and Learning Science

The tool provides information about the type of motivation for doing and learning science in adult audiences; it is distinctly different from measuring an individual’s reason for participation. It is based on the understanding that motivation can range from intrinsic to

Instrumental motivation that can be separated from the behavior itself, yet is still aimed at achieving a particular outcome (Ryan & Deci, 2019).

. Choosing to participate in an activity may be because it makes an individual feel good (intrinsic), or it may be because it gains the respect of others (extrinsic). Motivation can be important to measure because it can drive

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

, such as someone choosing to volunteer for an environmental organization.

Environmental Education Teacher Efficacy Belief Instrument (EETEBI)

This survey would be useful for EE teacher education and professional development programs working with preservice and in-service educators. The survey is used to assess whether teachers believe that they can teach EE effectively as it relates to EE teaching strategies and outcomes.

DEVISE: Self-efficacy for Environmental Action

This survey is useful to measure a learner’s self-confidence in their

Referring to ability diversity and a variety of abilities and disabilities. These variations include differences in cognitive, social-emotional, and physical abilities. Differences in abilities may need more individualized approaches to instruction and evaluation (PennState Extension, 2017).

to participate in activities for environmental action. It measures “an individual’s confidence in their ability to effectively address environmental concerns”.

Life Effectiveness Questionnaire

The Life Effectiveness Questionnaire (LEQ-H) is a survey used to measure personal development in several areas related to life effectiveness, or “a person’s demonstrated capacity to adapt, survive, and thrive” (Neill, 2008). The LEQ-H measures 8 domains, including time management, social competence, achievement motivation, intellectual flexibility, task leadership, emotional control, active initiative, and self confidence. The tool has been used to assess how outdoor education programs, including a variety of Outward Bound programs, influence a person’s self-perception of their skills in these areas.

Environmental Action Scale

Environmental action measured by this survey is defined as intentional civic behaviors focused on systemic environmental issues and collective

"Integration of environmental health, social equity, and economic vitality in order to create thriving, diverse, and resilient communities for this generation and generations to come. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgment of complexity" (UCLA, 2021).

efforts. Examples include attending environmental

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

events or organizing a protest. 

Pro-Environmental Behavior Scale

This 13-item

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

evaluates four key domains of pro-environmental

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

: 1)

Care and protection of natural resources (Chesapeake Bay Program, 2021).

lifestyle behaviors (household choices made by people that broadly influence environmental

"Integration of environmental health, social equity, and economic vitality in order to create thriving, diverse, and resilient communities for this generation and generations to come. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgment of complexity" (UCLA, 2021).

, like recycling or water conservation); 2) land stewardship behaviors (direct

“Engagement refers to the degree of attention, curiosity, interest, optimism, and passion that [learners] show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Great Schools Partnership, 2016). Engagement can be with students, with the teaching, with learning, in research, with educators, and/or with the community (Groccia & Hunter, 2012).

with the

The surroundings or conditions in which a person, animal, or plant lives or operates, especially as affected by human activity; its ethical, social, cultural, and economic dimensions also play a part (Environment, 2018; Tbilisi Declaration, 1977).

, like tree planting or

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

science); 3) social environmentalism (actions that deal with social relationships, like participating with an environmental group or telling friends about environmental issues) and 4) environmental citizenship (actions related to environmental policy, like voting to support conservation efforts or donating money to conservation organizations).

Draw-an-Ecosystem Task

This tool, the Draw-an-Ecosystem task, takes a

Uses narrative forms, such as thoughts or feelings to describe what is being evaluated. Can provide rich context for examining participants’ experiences and how a program operates. Allows for questions to be investigated in-depth.

approach to

A systematic process that critically examines a program's merit, worth or significance by collecting and analyzing information about a program’s activities, characteristics, and outcomes. The goal is to improve the program's effectiveness, and/or to inform programming decisions (Patton, 2001).

. Participants draw and label an ecosystem before and after a program to measure their change in

Knowledge and awareness about the environment and environmental problems, and how to solve those environmental problems. Environmental knowledge can take the form of systems knowledge: knowledge about ecosystem processes and environmental problems; action-related knowledge: actions someone can take to address environmental problems and effectiveness knowledge, knowing which behaviors and actions can best address an environmental issue (Krasny, 2020).

. 

Environmental Attitude Inventory

This tool was designed to measure a variety of environmental attitudes, based on the multitude of

A positive or negative evaluation of something. Environmental educators are interested in many different environmental attitudes that people may have. A few of these include attitudes toward nature, animals, built environments, environmental problems, environmental policies, and environmental behaviors. Attitudes can be some degree of positive, negative, or indifferent (Marcinkowski, 1993; Milfont, 2012).

research that has occurred over decades. Because it was not designed to evaluate educational programs, consider whether and how to use the 12 scales that collectively offer 120

A type of question or statement used as part of a survey or interview to understand a respondents' reactions or feelings. Each item measures a particular idea (Salazar et al., 2020).

. The scales capture both

Belief that priority should be given to preserving nature and the diversity of natural species in their original state; protecting it from humans and any alteration (Milfont & Duckitt, 2010).

and

Belief that it is appropriate and necessary to use and alter nature to meet human objectives (Milfont & Duckitt, 2010).

attitudes, as well as broad perceptions about the natural

The surroundings or conditions in which a person, animal, or plant lives or operates, especially as affected by human activity; its ethical, social, cultural, and economic dimensions also play a part (Environment, 2018; Tbilisi Declaration, 1977).

.

The 12 scales include: 1) Enjoyment of nature 2) Support for interventionist

Care and protection of natural resources (Chesapeake Bay Program, 2021).

policies 3) Environmental movement activism 4) Conservation motivated by anthropocentric concern 5) Confidence in science and technology 6) Environmental threat 7) Altering nature 8) Personal conservation

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

9) Human dominance over nature 10) Human utilization of nature 11) Ecocentric concern and 12) Support for

A group of persons (or other subjects of study) that one wants to describe in the evaluation process (Vogt, 2005).

growth policies. 

Alternatively, there is one condensed

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

developed by the researchers. It consists of 24 items which measure environmental attitudes more generally. 
 

Sustainability Attitudes Scale

This tool was designed to assess participants’ attitudes toward

"Integration of environmental health, social equity, and economic vitality in order to create thriving, diverse, and resilient communities for this generation and generations to come. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgment of complexity" (UCLA, 2021).

. It measures sustainability attitudes with a single score drawing from three domains (ecological, social, and economic).

AWE Reflection Question

This tool is a reflection question that can help participants consider what they felt during a program. It can be formatted as a journal prompt or exit slip. Have participants say or write down their responses to the following question to assess attachment to place:
When I spend time in waterways and trails near my home, I feel…

Environmental Identity Scale

The Environmental

Identity includes all the labels one uses to represent themselves, particulalry referring to social groups, including but not limited to sex, gender, ethnicity, race, nationality, ability, religion, spirituality, age, socio-economic status, political affiliation (SAIC, 2020).

(EID)

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

can be used to measure a person’s environmental identity, or their sense of connection to the natural world. It can be helpful to assess a person’s environmental identity because this identity can have a broad and lasting influence on their

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

. The scale measures different aspects of a person’s environmental identity, including 1) self-identification (based on the extent and importance of an individual’s interaction with nature), 2) ideology (based on support for environmentally friendly lifestyle choices), and 3) positive emotions toward the environment (based on enjoyment obtained in nature).