| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Evaluating the Civic Engagement of K-12 Students: A Framework for Representing Student 'Voice' |
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Roundtable Presentation 955 to be held in Conference Room 1 on Saturday, Nov 5, 2:20 PM to 3:50 PM
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Sponsored by the Collaborative, Participatory & Empowerment Evaluation TIG
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| Presenter(s):
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| Michael Berson, University of South Florida, berson@usf.edu
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| Corina Owens, University of South Florida, cmowens@mail.usf.edu
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| Liliana Rodriguez-Campos, University of South Florida, liliana@usf.edu
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| Abstract:
Voice can be defined as describing the perspectives and actions of a group of people. Often student voices are not taken into consideration when developing educational programs, however these programs often directly impact their education and future. This evaluation incorporated a collaborative evaluation approach to access student voice during the development and implementation of a civic engagement education program in a southeastern school district in the United States. Civic engagement is a broad construct, as there are numerous ways to be involved and influence the world, and it is imperative to look beyond the most common forms of civic engagement. The purpose of this paper is to discuss the process evaluators used to translate the 19 core indicators of civic engagement (CIRCLE, 2006) into an instrument to gather evidence on student perspectives to inform the evaluation.
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| Roundtable Rotation II:
Empowering Students to Self-evaluate Their Learning |
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Roundtable Presentation 955 to be held in Conference Room 1 on Saturday, Nov 5, 2:20 PM to 3:50 PM
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Sponsored by the Collaborative, Participatory & Empowerment Evaluation TIG
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| Presenter(s):
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| Keith Proctor, Brigham Young University, keith.proctor@byu.edu
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| Abstract:
This presentation will explore the merits of David Fetterman's empowerment evaluation for helping college students evaluate their learning experiences. Empowerment evaluation encourages program participants being evaluated to participate in their evaluation while being mentored by an evaluator. Multiple case studies are currently being used to explore how students evaluate their learning failures. Data from these studies suggest that students are not evaluating their own experiences, but are relying on instructors to evaluate their performance. A central question that arises from this data is whether students could be empowered to evaluate their own learning, including but not relying solely on instructor feedback. A literature search for this particular use of empowerment evaluation identified no studies regarding how to empower students to evaluate their learning experiences. This session will invite participants to explore ideas through a roundtable discussion about the value of adapting empowerment evaluation to enhance student self-evaluation.
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