Process Level Evaluation

Although you often want to ask what the impact of your program is on your audience(s) or visitors, sometimes you want to examine the programs or curricula themselves. The former is sometimes called

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

level or participant

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).

, and the latter is sometimes called process level evaluation. In population level evaluation you might be evaluating students, visiting families, or teachers; with process level evaluation, you might evaluate curricula, sites and facilities, or staff training and recruitment. This is also the type of evaluation that can help you consider how to make your programs more culturally relevant, improve the

The unique differences among individuals in a group based on which we may be treated differently in society. Ethnicity is not the only way in which we are diverse as a group. There are countless visible and invisible facets of diversity. This may be race, socioeconomic background, gender (especially in the sciences), physical ability, age and how people come to environmental education at different points of their life, or sexual orientation. It includes any sort of “-ism” that brings people to the conversation, especially at different places of power. Power differentials may invite or limit the conversation. This is sometimes known as a "dimensions of difference" (The Avarna Group, 2020).

among your staff or volunteer base, or reach a broader swath of your

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).

. 

Use these methods listed below to learn from your staff, participants, and community to improve your program. These approaches will take time and careful consideration. Come into these approaches ready to listen and open to learning.

The Tools include:

• Cultural Responsiveness Self Evaluation Tool
• Special Education and

  The extent to which people are excluded or not from an activity, program, or experience on the basis of experiencing a disability. In an accessible activity, program, or experience, people with disabilities are able to do what they need to do in a similar amount of time and with similar effort as someone that does not have a disability. The concept of accessible design ensures both direct (i.e. unassisted) access and indirect access, meaning the activity, program, or experience is compatible with a person's assistive technology (for example, computer screen readers). See also universal design. (Henry et al., 2014). 

  Self Evaluation Tool
• Instructional Resource Self Evaluation Tool
• Checklist for Effective Environmental Education Programs: A Guide to Formative Evaluation Reflection