从集体评估和实践社区中学到的经验教训,重点是基于证据的学习
Kelley C Anderson1, Marc J Stern1, Robert B Powell2
1Department of Forest Resources and Environmental Conservation, Virginia Tech, Blacksburg, VA, USA.
Evaluation and program planning
|February 25, 2026
概括
非正式教育组织通过促进基于证据的学习网络 (EBLN) 提高了计划评估能力. 这种协作方法促进了国家公园服务提供商的适应性管理和程序性改进.
科学领域:
- 项目评价 项目评价
- 非正规教育是非正规的教育.
- 实际上,这是一个社区的做法.
- 基于证据的学习.
背景情况:
- 对于许多非正式教育组织来说,项目评估的内部能力是一个重大挑战.
- 非正式教育项目,特别是美国国家公园管理局的非正式教育项目,可以从强有力的评估实践中获益.
研究的目的:
- 描述一个以证据为基础的学习网络 (EBLN) 的设计和成果,旨在建立评估能力.
- 对非正式教育提供者来说,评估将集体评估与实践社区 (CoP) 结合的有效性.
- 促进参与组织内部的协作,适应性管理和程序性改进.
主要方法:
- 建立了一个以证据为基础的学习网络 (EBLN),由美国国家公园管理局的32个非正式教育计划提供商组成.
- EBLN将集体评估的原则与实践社区 (CoP) 模式相结合.
- 在价值创造周期中跟踪参与者的进展:即时,潜在,应用,实现和重构价值.
主要成果:
- 网络参与者在评估和适应性管理能力方面取得了显著的进步.
- 该EBLN促进了项目改进的想法产生,并提供了应用新实践的证据.
- 参与者报告了他们编程中潜在成就的新见解,反映了重构的价值.
结论:
- 促进基于证据的学习网络有效地建立了非正式教育环境中的评估能力.
- 将集体评估与实践社区方法相结合,可以促进协作和适应性管理.
- EBLN模型提供了一个可扩展的策略,以提高非正式教育组织的程序有效性和展示价值.
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