Water Outreach Self-Assessment — For
review of messages, campaigns, programs, materials, events
This page and the self-assessment
worksheet are designed to guide you through a quick assessment
of your work. It lists Best Education Practices (BEPs) you
should consider when developing or using education resources,
but it is not meant to substitute for a more comprehensive
evaluation process. It will help you to identify planning
or design steps you may have missed or permit you to congratulate
yourself that you have already considered everything. |
Self-Assessment
Worksheet |
A few notes about this worksheet tool:
- "Learning experience" is used as a generic term to
mean whatever-you-are-doing that you hope will increase knowledge,
skills, motivation, or awareness.
- "Achieved?" provides a space for you to comment about
what you have already done. If the category does not apply to
your initiative, it's ok to note "N/A" (not applicable).
- "Next steps" gives you a space to identify what you
still need to do. For example, you may want to do more work to
on this aspect, study background information on the web site,
get some training, call a friend, go back and double check, or
try a different idea.
Details explaining what's involved or instructions for how to do
any of the skills listed in the self-assessment can be viewed by
following the link to other sections of the Water Outreach Education
web site.
SELF-ASSESSMENT QUESTIONS (from the worksheet)
1. Is the learning experience specifically designed to maximize
one type of outreach or education effort?
Which one did you select?
ACHIEVED?
NEXT STEPS?
2. Did you use the Nine Steps for Planning
to develop your learning experience?
- Identify the type of outreach
or education effort that you will emphasize.
- Familiarize yourself with the "community
of interest ". Link your effort to local issues
and activities.
- Assess and define the target
audience(s).
- Define clear goals and objectives,
in cooperation with stakeholders and target audience.
- Inventory resources and
constraints, and adapt your initiative to capitalize
on results.
- Design your initiative with
a focus on your goals, audience characteristics, and resources.
- Pilot test and modify.
- Implement, deliver, or disseminate.
- Evaluate and revise.
ACHIEVED?
NEXT STEPS?
3. Is the learning experience designed to meet one or more
learning goals?
Which ones?
- Knowledge — the development of intellectual skills,
such as recall of data, comprehension, application, analysis,
synthesis and evaluation
- Attitudes — the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and ways of thinking
- Skills — physical movement, coordination, and use
of motor-skill areas
ACHIEVED?
NEXT STEPS?
4. Have you made specific choices for how to address the learning
needs of your audience as individuals?
For example, does the learning experience:
- Center on learner abilities, interests, needs?
- Promote active engagement?
- Build thinking and reasoning skills?
- Provide a nurturing context?
ACHIEVED?
NEXT STEPS?
5. If you will be working with a group,
have you made specific choices in designing your learning experience
to guarantee that each member of the group will get the most out
of their involvement?
For example, does the learning experience:
- Reflect use of a planning model?
- Build on content and delivery recommendations from the target
audience?
- Engage quality instructors who have been trained in effective
teaching methods?
- Build environmental literacy?
ACHIEVED?
NEXT STEPS?
6. If you are preparing resources for a web site or for web-based
learning, have you adopted recommendations specific to
designing successful materials for that medium?
For example, does the learning module:
- Provide clear and concise directions?
- Chunk the content into manageable bites?
- Provide a demonstration of the concept?
- Follow recommendations for meeting learning needs of the
individual?
ACHIEVED?
NEXT STEPS?
7. If you working to reach members of a community,
have you adopted strategies useful in building community capacity
and effectiveness of community focused learning?
For example, does the learning experience:
- Evolve from work with a coalition or group?
- Build on locally existing skills and resources?
- Reflect flexibility in planning and delivery?
- Provide participants with feedback about the results of
their actions?
ACHIEVED?
NEXT STEPS?
8. If you working with multiple
communities or regions, does your involvement provide learning
experiences that build skills and competencies at multiple levels
from the citizen to policy makers, leaders, and supervisors
of natural resource professionals? Does your leadership result
in effective public participation?
For example, does the learning experience:
- Build value for education?
- Facilitate learning at multiple levels of responsibility?
- Build skills for flexibility and responsiveness by policy
makers and leaders?
- Offer avenues for participation that are competent, fair,
and enhance involvement?
ACHIEVED?
NEXT STEPS?
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