Tool Library

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…

Checklist for Effective Environmental Education Programs: A Guide to Formative Evaluation Reflection

This tool is a short series of 15 prompting questions to help environmental educators reflect on their program and their program development process. There are four categories of questions that are based on an understanding of how people learn.

Climate Change Attitude Survey

This survey measures attitudes about

Efficacy can be divided into self efficacy and collective efficacy. In self efficacy the focus is on the indidivuals’ belief in their ability to succeed or accomplish a task, whereas in collective efficacy, the focus is on the groups’ belief that they can succeed and accomplish a task, or that the group has the capacity to succeed (Krasny, 2020).

about acting to address

Climate is the average weather over a long period of time. Climate change is a result of both natural and human impacts and presents growing challenges to maintaining current states of quality of life, the economy, and the natural systems that support us (C2ES, 2019).

. It can be helpful for programs educating about climate change to determine if the curriculum is effectively addressing attitudes. 

Climate Change Hope Scale (CCHS)

This survey can be used to assess the degree of

Believing that you can achieve a goal and taking action to meet those goals (Szczytko et al., 2019).

present in high school students with respect to

Climate is the average weather over a long period of time. Climate change is a result of both natural and human impacts and presents growing challenges to maintaining current states of quality of life, the economy, and the natural systems that support us (C2ES, 2019).

. It captures an individual’s

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 move from despair or helplessness to optimism and

Efficacy can be divided into self efficacy and collective efficacy. In self efficacy the focus is on the indidivuals’ belief in their ability to succeed or accomplish a task, whereas in collective efficacy, the focus is on the groups’ belief that they can succeed and accomplish a task, or that the group has the capacity to succeed (Krasny, 2020).

, and how much they believe that they and society can solve problems caused by climate change.

Connection to Nature Index

This tool is useful for assessing children’s feelings about the natural world and their

The way people identify with predominantly natural landscapes and the relationships they form with the elements in those environments (Restall & Conrad, 2015).

. 

Cultural Responsiveness Self-Evaluation Tool

This is a self-

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).

tool that is designed to support programs in becoming more culturally responsive. The goal is to use this to engage in reflection and discussion with your staff and team members in order to understand whether your program(s) are inclusive and meaningful to all participants. The ultimate goal is that these team conversations will promote programmatic and organizational changes as needed, and lead to meaningful and positive experiences for participants.

DEVISE: Interest in Science and Nature (Adults)

Measuring interest in science and nature is one way to gauge participant

“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).

. Developing a high interest in science and nature is key to sustained learning for adults. This tool measures interest, which is defined by how much someone assigns personal relevance to a subject. 

DEVISE: Interest in Science and Nature (Youth)

Measuring interest in science and nature is one way to gauge participant

“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).

. Developing a high interest in science and nature is key to developing youth’s

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).

as a science learner, sustaining engagement in the subject, and gaining their interest in science careers. This tool measures interest, which is defined by how much someone assigns personal relevance to a subject.

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.

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”.

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).

. 

EE21

The EE21 tool is used to measure outcomes for adolescent students engaged in environmental education programs with a focus on environmental literacy, 21st Century Skills and positive youth development. The 12 outcomes that the tool measures are enjoyment, place connection, learning, interest/motivation, 21st Century Skills, meaning/self-identity, self-efficacy, environmental attitudes, environmental behaviors, school behaviors, cooperation, and behavior change.

Empathy Toward Animals Scale

This tool has been used to measure youth’s attitudes toward animals during long-term programs at a zoo. It focuses on

Encompasses cognitive, affective, and compassionate empathy. Cognitive empathy allows one to see another's perspective without necessarily feeling the same emotions. Affective empathy is the feelings that arise when observing the emotions/ experience of another. Compassionate empathy is driven by cognitive and affective empathy and is the ability to feel and show the appropriate concern to another's need (Jackson et al., 2017).

by exploring perspective-taking, respect, and concern for animals. Empathy is an environmental

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).

(outcome); developing empathy for animals can lead someone to take action on behalf of wildlife.

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. 

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. 
 

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.

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).

Environmental Literacy Instrument for Adolescents

This tool measures four components of

An environmentally literate person [is] someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participates in civic life (Hollweg et al., 2011).

:

Multilogical thinking about physical and ecological systems. In this framework, Earth is both a physical system and living environment (Szcytko et al., 2019).

,

Believing that you can achieve a goal and taking action to meet those goals (Szczytko et al., 2019).

,

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

, and

How well students can comprehend and analyze environmental issues (Szczytko et al., 2018).

.

Focus Groups

Combine both interviewing and participant observation. A focus group is not a discussion, problem-solving, or decision-making group. However, focus groups do capitalize on group dynamics to generate data and insights that would be unlikely to emerge otherwise (Frechtling, 2010).

can be used to explore participants' thoughts and experiences through group discussion. 

Instructional Resource Self-Evaluation Tool

This tool is useful for programs that wish to self-evaluate their instructional

Refers to time, money, and other in-kind resources.

and curriculum. It is not meant to rank or grade a program, not to increase the similarity or standardization of programs. The goal is conversations had in the process of using this tool will promote curriculum, program, and organizational changes as needed, and lead to a meaningful and positive experience for participants.

Interviews

A method of data collection that values interpersonal contact and assumes participant perspectives are meaningful, knowable, and can be made explicit (Frechtling, 2010).

can be used to understand someone's impression or experience or learn more about their responses to other

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).

methods (like

A standardized method of collecting data that consists of questions and responses. Questions can be "open-ended", but often take the form of being "close-ended" where respondents choose from predetermined answers (Frechtling, 2010).

). 

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.

Observations

Observations are a way to gather more information about how a program actually operates, particularly about processes. 

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.

Positive Youth Development (PYD) Retrospective Scale

This

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

is a very brief measure of

Considering both youth assets (such as self-efficacy, pro-social norms, meaningful relationships, and social and moral competence, and the characteristics of settings that enable youth to develop those assets. Researchers have identified 5 C’s of positive youth development: competence, confidence, connection, character, and caring; and with these skills youth also are more likely to contribute to community and civil society, thus developing the sixth C which is contribution (Eccles & Gootman, 2002; Lerner et al., 2015).

(PYD) as conceptualized by the Lerner and Lerner Five Cs model of PYD (Lerner et al., 2015). The Five Cs model emphasizes that thriving youth are characterized by five Cs (competence, confidence, connection, character and caring). Youth who exhibit the five Cs are more likely to contribute to their families, schools, and communities, thus developing the “sixth C”, which is contribution.  

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).

Special Education and Accessibility Self-Evaluation Tool

This is a self-

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).

tool that is designed to support programs in becoming more inclusive and accessible, specifically for students with exceptional needs. The goal is to use this to engage in reflection and discussion with your staff and the

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).

in order to co-develop improvement goals for high-quality, accessible and inclusive programming.

Surveys

A standardized method of collecting data that consists of questions and responses. Questions can be "open-ended", but often take the form of being "close-ended" where respondents choose from predetermined answers (Frechtling, 2010).

can be used to to quickly and/or easily get a lot of information from people.

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).

Tests of Knowledge

Tests of knowledge can be used to determine an audience's current state of knowledge on an issue or understanding of a skill.