Evaluation Strategies

When service is integrated into an academic course, the course credit is assigned for both the customary academic learning as well as for the utilization of the community learning toward realizing the course objectives.

 

While points may be provided for successfully completing the service contract and obtaining supervisor evaluation, grades should be based upon the extent to which a student meets the learning goals.


Evaluation Strategies

  • Use reflection assignments to assess student learning and evaluate performance.
  • Create individual or group assignments that require students to integrate course content and the service experience.
  • Get feedback and evaluation from community partners (see Service-Learning Forms)
  • Evaluate analytical skills, communication skills, critical thinking and judgment from student’s reflection papers and presentations. Grading rubrics may be used to clarify your expectations. 
  • Administer the Service-Learning Student Assessment survey to students during the final class. Surveys will be sent from CCELL near the end of the semester. Return the evaluations to B-29 Coates. We will provide you with a summary report of responses. Use the evaluations to plan and refine your next service-learning course. 

 

 

Rubrics for Grading Reflection Papers

Evaluate service-learning reflection papers

 

Project Rubric - from "Looking at Ourselves and Others"

Evaluate service-learning projects

 

Levels of Reflection

Evaluate service-learning assignments

 

Standards and Indicators for Effective Service-Learning Practice

 

Further Reading: Assessment and Evaluation in Service-Learning