Book Review
Assessing Service-Learning and Civic Engagement: Principles and Techniques.
Gelmon, S.B., Holland, B.A., Driscoll, A., Spring, A., and Kerrigan, S. (2001).
The aims of this handbook are to provide an overview on the planning, design and implementation of assessment for service-learning programs, service-learning courses, or other civic engagement or community involvement initiatives. The authors outline a rationale for assessment, with the primary reason being the improvement of student learning, and also to respond to feedback, make necessary changes, and provide the foundation for program planning and redesign.
According to the authors, assessment should begin with a clear aim and purpose with a plan that identifies the resources and people involved in supporting and undertaking the process. Assessment must also express what has been learned for one’s own program and what can be shared with others. The scope and nature of the assessment process may vary depending on the institutional context. Students, faculty, community partners, and institutional administration each have important roles to play in the process. Common themes and concerns in the assessment process include locating expertise; determining the focus, the logistics of implementation; the selection of assessment methods; and determining the use of the findings.
Assessment may be viewed as a “strategy for improvement” and the authors outline elements of this model, and a framework for the process which may result in identifying opportunities for improvement (8). An assessment matrix is provided to offer structure to the evaluation process, articulate a framework for assessment, and facilitate the process of data collection, analysis and reporting. The authors provide additional detail on methodology, sources of information, instrument selection, and completing the cycle with analysis, discussion, and report-writing. A helpful table compares assessment methods such as surveys, focus groups, interviews, and documentation.
Next, the impact of service-learning on the community is explored, focusing on the impact of service-learning on the community organization and how the organization perceives the service-learning project. Understanding assessment of the impact on the community is explored through a review of the literature which outlines the benefits of service-learning to the community, “Principles of Partnership”, key factors for successful student and community partnerships, and characteristics of sustainable partnerships (85). An assessment matrix is also provided for the community, where the authors recommend three key areas on which to focus: “capacity to fulfill organizational mission” (87), “economic benefits”, and social benefits” (88). An additional set of concepts are outlined as they relate to the community-university partnership: “nature of community-university relationship (partnership)”, “nature of community-university interaction” (88), “satisfaction with partnership”, and “sustainability of partnership” (89). Strategies for assessment are also provided and framed in a matrix.
Lastly, the handbook explores assessment of service-learning on the institution. Rationale for assessment and a review of the literature is provided. The authors point out broad factors in the design, implementation and sustainability of service-learning, as well as organizational factors that have a substantial influence on the impact of service-learning, and institutional motivations. An assessment matrix is provided, which frames the concepts and indicators to measure the relationship between service-learning and the institution: “engagement in community”, “orientation to teaching and learning” (111), “resources acquisition”, “image/reputation”, “visibility the campus gives to service”, “supportive infrastructure”, and “leadership at all levels” (112). Strategies are outlined along with the key concepts in an assessment matrix for institutions.
The handbook concludes with a section on methods and analysis which reviews in detail the use of assessment tools and instruments including surveys, interviews, focus groups, observation, documentation, critical incident reports, and journals.
For archived Book Reviews please follow the links provided below
Sucessful Service-Learning programs - New Models of Excellence in Higher Education
Higher Education for the Public Good
Introduction to Service-Learning Toolkit: Readings and Resources for Faculty
Where's the Learning in Service-Learning?