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Artículo: Nuevas, no diferentes audiencias

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Artículo: Nuevas, no diferentes audiencias

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New, Not Different: Data-Driven Perspectives on Science Festival Audiences

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Proyecto Vereda Nativa

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Plantillas, formatos de Encuestas y otros

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Plantillas, formatos de Encuestas y otros

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Download resources by theme

You can browse all of the main documents within four themed areas:

How we define learning

Inspiring Learning checklists

Research methods and guidelines

Template surveys and action plans

Click the appropriate box above, or use the link at the bottom of the page to scroll through each area in turn.

How we define learning

What makes a learning organisation?
This document explores the characteristics of a learning organisation.

Find out what your learning style is
An activity you can do with your staff or users to discover their preferred learning styles.

Defining learning: outline for a training session
This training session is designed to be used with groups of up to 15 staff, working with a facilitator to help them explore the broad definition of learning adopted by Inspiring Learning.

Building a learning team
A document to support you in building a learning team. It identifies the balance that needs to be struck between achieving a task and providing opportunities to reflect on the process itself to promote individual and collective learning within your organisation.

How we define learning - workshop activities
Use this with groups of staff to help them explore what we mean by learning in the context of Inspiring Learning for All.

Inspiring Learning checklists

Detailed framework
This document sets out the detailed framework of organisational outcomes expected from use of the People, Places, Partnerships and Policies self-assessment and planning tool.

Summary of outcomes and processes
Inspiring learning is about outcomes as well as processes. Both outcomes and processes are summarised in this two page document.

Quick checklist
The quick checklist will give you an overview of your current strengths, priorities for improvement and which areas you need to focus on for a more detailed assessment.

Generic Learning Outcome checklists and coding tools

GLO Checklist
Provides an overview of each of the five Generic Learning Outcomes.

More about the GLOs
Gives examples of the kinds of statements that identify a link to each Generic Learning Outcome.

Recording & analysing qualitative data
A tool which helps you to record and identify what qualitative statements relate to which Generic Learning Outcomes.

Recording & analysing quantitative data
A tool which helps you to record and identify what kinds of quantitative data relate to which Generic Learning Outcomes.

Practice your GLO coding
A tool to help you practice identifying which statement relates to what Generic Learning Outcome.

Template spreadsheet for analysing qualitative data
Template spreadsheet for analysing quantitative data
Both of these templates explain how to set up an excel spreadsheet to analyse your data.

Research methods and guidelines

Research methods
This table identifies the strengths of different methods of research to help you identify the most appropriate method for your programme or activity.

Research question bank
A question bank that offers useful and relevant research questions to help you customise questionnaires. Questions are divided into categories including: knowledge and understanding; skills; attitudes and values; enjoyment, inspiration and creativity and activity, behaviour and progression.

Guidelines on involving users
This document provides useful tips on how to involve users in identifying learning opportunities.

Interpreting visual images
This useful guide helps you to interpret visual images as research evidence. Particularly useful in researching the impact of your learning activity with children.

Focus group guide
This guide provides information and support on how to run a focus group.

Templates, surveys and action plans

Surveys

Exit survey
An example survey, with tips for designing your own version.

Visitor experience questionnaire
An example questionnaire that has been designed to stimulate rich responses to the Generic Learning Outcomes.

Email questionnaire
An example of an email questionnaire that was used to identify outcomes for distance learning students.

Year 7 questionnaire
An example of a questionnaire used with a class visit.

Templates

Action plan template
A template of an action plan that you could adapt for your own planning process.

Report structure
A template showing the key areas/headings you should include in a report identifying the main outcomes of your programme/project.

Other downloads

These downloads are linked throughout the site in relevant sections.

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You can browse all of the main documents within four themed areas: How we define learning Inspiring Learning checklists Research methods and guidelines Template surveys and action plans Click the appropriate box above, or use the link at the bottom of the page to scroll through each area in turn.

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La muestra probabilística en Ciencias Sociales

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La muestra probabilística en Ciencias Sociales

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Guía Evaluación participación ciencias de la salud

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Guía Evaluación participación ciencias de la salud

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Evaluating Participation: a guide and toolkit for health and social care practitioners

Evaluating Participation: a guide and toolkit for health and social care practitionershas been developed as a tool for supporting the evaluation of public involvement and participation in health services. A partner to the Participation Toolkit, it is a stand-alone guide for assessing the way in which a participation project has been undertaken ( process) and the results of that activity ( outcomes). It does not set out to be a definitive guide to evaluation, but aims to provide resources, references and tools to help you to develop your own approach to evaluation. The guide will:

introduce some evaluation essentials

help you to develop a suitable framework for evaluating participation

provide a set of flexible tools to adapt and use for your own evaluation projects, and

signpost information and materials for further investigation.

Download report

File type: pdf
File size: 861 KB
Publication date: September 2013

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Evaluating Participation: a guide and toolkit for health and social care practitioners has been developed as a tool for supporting the evaluation of public involvement and participation in health services. A partner to the Participation Toolkit, it is a stand-alone guide for assessing the way in which a participation project has been undertaken ( process) and the results of that activity ( outcomes).

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Here we offer a selection of practical guides to evaluation. If you have any ideas for new resources we could add here, or if you've noticed any broken links, please email laura2.steele@uwe.ac.uk.

Evaluating public engagement activities

This is a practical, 'hands-on' guide to help you draw out the information you need for your evaluation, produced by the University of Manchester (2012).

Produced by People Science & Policy Ltd for the Research Councils UK, BIS and the NCCPE (2011), this evaluation guide is aimed at anyone who wants to engage with the public. The first section provides an overview of evaluation - what it's about, what it can do, what it can't do, how you should report your findings and how it can help strengthen funding applications - and looks at building an evaluation strategy. A range of evaluation methods are examined in the second section, with guidance on data analysis and writing evaluation reports.

Produced for DIUS and the ESRC, this revised version of the Tavistock Institute's Evaluation Framework is not a comprehensive manual on how to conduct evaluations (see the other technical resources listed in this section for this). Rather, it provides an overview of evaluation for Science and Society initiatives along with a set of procedures, guidelines, methods and examples to improve evaluation design. Its primary relevance is to those designing and implementing evaluations of Science and Society activities, from 'public awareness-raising' actions to educational initiatives aimed at encouraging young people to study science and related subjects in school. It is also aimed at policy-makers and programme managers to help them specify the kinds of evaluation approaches that need to be built into programmes.

Evaluating community engagement and participation

This guide is intended to help those involved in running or commissioning engagement activities to understand the different factors involved in creating effective public participation. It helps planners set and measure attainable objectives, evaluate impact, and identify lessons for future practice. Using clear language, simple instructions, illustrative case studies and a glossary, this guide is a tool for anyone involved in public participation in central government and beyond.

Produced for the Joseph Rowntree Foundation (2000), this audit toolbox looks at ways of assessing levels of community involvement in area regeneration initiatives. There are tools and appraisal exercises for measuring: the history and patterns of participation; the quality of participation strategies; the capacity within partner organisations to support community participation; the impacts of participation and its outcomes, and the capacity within communities to participate.

Evaluating arts projects

The Arts Council's (2004, revised) Partnerships for Learning aims to help those involved in arts education projects to understand evaluation clearly and to evaluate effectively. In the long term, it aims to raise the standard of arts education projects. This guide provides a flexible framework, applicable to many different situations and useful for evaluating short or more extended projects. It will benefit those experienced in evaluation techniques as well as beginners, who may find the checklists and case studies useful.

This Arts Council England (2006) guidance document provides a self-assessment framework for those running arts activities with children and young people. The defining characteristics of high quality arts opportunities are described with examples, and prompt questions to help you reflect on your own experiences. The document helps to define good practice and provide advice on developing and delivering arts experiences. The guidance could also be used for project planning and evaluation; analysing support, training and professional development needs, and helping to select artists for participatory work. Section 8 deals specifically with monitoring and evaluation.

Written in 2004, this toolkit aims to help voluntary and community arts organisations in Northern Ireland to carry out their own evaluations, especially the social impact on participants. Many arts organisations in Northern Ireland already have excellent evaluation systems and this toolkit aims to increase the consistency of evaluation work so that individual arts organisations can better understand and explain the impact of their work. The toolkit is the first stage in a larger process that will a) see evaluation extended to all sectors of the arts, and b) will evaluate the impact of arts organisations' work on audiences as well as participants.

Evaluating work with children and young people

Participation Works have published a set of three evaluation guides that focus on work with children and young people. Evaluation in a Nutshell is a short introductory guide that breaks down the evaluation process into simple steps. More detail is given in The Guide. The Toolkit presents a compilation of sample forms and activities for use with children of all ages that you can adapt or copy to collect information during your evaluation. In addition to consent, feedback and monitoring forms, The Toolkit includes the National Youth Agency's Hear by Right Self Assessment Tool, to map and plan young people's participation.

Published by UNICEF (2005), this comprehensive toolkit includes: classical evaluation tools; tools for participatory research and for participant evaluations of workshops; ice-breakers and team-builders; and a note on body language. Each tool is presented in a user-friendly format to enable the practitioner to put it to use, with information given on: its purpose; instructions on how to use it; the time required; materials necessary; sample questions that it might be used to answer; its advantages and disadvantages; tips, and a real-life example. The toolkit also includes several tools for participants to evaluate the workshops in which they are participating.

Published by the Carnegie Young People Initiative, a research project that aims to improve the quality and increase the breadth of young people's participation in public decision-making, this report provides an overview of the existing evidence about what works in youth participation within the public realm. It examines both the impacts of involving young people and the processes involved. The cited evaluations and research illustrate common themes in existing practice, and where gaps are identified, recommendations for the planning of future research are examined.

Evaluating social impact

Produced by nef (the New Economics Foundation) for organisations with a social enterprise mission, this site will get you started on evaluating your work through a series of simple to use tools. The interactive tools and How To guides will help you measure impact and demonstrate the quality of what you do.

Written for recipients of Heritage Lottery Fund grants, this in-depth guidance paper (2008) will help you develop your plans for evaluation.

The W.K. Kellogg Foundation (WKKF) works to improve the lives of children and families in the Americas and Southern Africa through projects that focus on Education & Learning; Food, Health & Well-being, and Family Economic Security. Written primarily for WKKF grantees, the Evaluation Toolkit offers useful guidance for anyone seeking to design an effective, useful evaluation. Based on WKKF's mission and evaluation philosophy, the toolkit has seven sections: Where to start; Evaluation approaches; Evaluation questions; Evaluation plan; Budgeting; Hiring & managing evaluators, and Additional resources.

The Museums, Libraries and Archives Council's Inspiring Learning Framework aims to help its members capture and evidence their impact by identifying generic learning and social outcomes for individuals and communities. Be sure to check out the invaluable download section with action planning templates and checklists, guides to selecting research methods, questionnaires and coding tools as well as the searchable directory of case studies. Guidance is also given on how the information generated from evaluation can be used to develop new partnerships and support a funding bid.

Miscellaneous

Evaluation consultant Ben Gammon draws on his experience as Head of Visitor Research at the Science Museum to present an engaging overview of questionnaire design. Examples are used throughout to illustrate good and bad practice and the common pitfalls, both in terms of the content of questions and in the way they are asked and scored. Although written for those developing visitor questionnaires, many of the issues discussed in this 11-step guide are widely applicable.

This guide sets out some of the main steps needed to plan and manage a project using an outcomes approach. Outcomes are the results of what you do, rather than the activities or services provided. Although useful for a range of applicants, this guide is primarily for those wanting to find out more about the outcomes approach. Further information about the issues raised, examples and sources of further support are available on the Evaluation & Research section of the BIG website.

This useful guide covers some of the basics of evaluation. It is written NHS commissioners, managers and practitioners in mind, but contains some useful guidance deciding whether to commission an external evaluation.

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Here we offer a selection of practical guides to evaluation. If you have any ideas for new resources we could add here, or if you've noticed any broken links, please email laura2.steele@uwe.ac.uk. This is a practical, 'hands-on' guide to help you draw out the information you need for your evaluation, produced by the University of Manchester (2012).

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As of July 2018, members of InformalScience.org have access to the full-text of more than 2,000 journals including Science Communication, Curator, and the Journal of Research in Science Teaching.

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This toolkit is for University staff and students who are undertaking public engagement and want to evaluate their activities.

This page covers:

Why bother with evaluation?

Thinking about your evaluation

Planning your evaluation

Data collection and reporting

Why bother with evaluation?

Most research councils require public engagement to be included in funding applications and some evidence to be provided at the end of the funding to demonstrate its impact. Funding for public engagement activities and the evaluation of those activities should be included in the application and fully costed in URMS (University Research Management System). Evaluation can help you demonstrate the impact of your project and provide evidence to the research council to support your activity.

Evaluation can:

Provide assistance with planning future events

Provide evidence of the audience's experience of the event

Gather views from others involved in your event, such as partners or stakeholders

Demonstrate value for money

Help with reporting to funders

Generate evidence for the Research Excellence Framework (REF)

Help to inform learning that can be shared with others and inform future events, research or the development of new research questions

Help you decide whether your event has achieved what it set out to do

Evaluation is about critical reflection and it can be: formative (to support your activity, e.g. identifying gaps or barriers, gathering information to identify the need for your activity, testing ideas and concepts), summative (i.e. a summary - final impact of your activity) or about a process.

The evaluation tree

Fran Marshall, Research and Evaluation Manager in the Public Engagement and Impact Team recently presented a poster - 'Public engagement evaluation: can you see the wood for the trees?' - at Engage 2015, the national public engagement conference organised by the National Coordinating Centre for Public Engagement (NCCPE). The evaluation tree poster, shown in thumbnail on the right, is available to download in PDF format by clicking on the image or from the 'Downloads' box on the right of the page.

Before embarking on evaluation, you will need to consider various factors to ensure your evaluation is robust. It may be helpful to think about evaluation as a process illustrated by this evaluation tree metaphor.

Thinking about your evaluation

Start at the roots of the tree and ask yourself what kind of evaluation is it (e.g. a one off activity or something more long term), what do you want to know (e.g. you might want to know about learning or what the audience may do as a result of coming to your event) and what are the aims and objectives of your event (e.g. raise awareness of your subject). Just like a living tree, these questions anchor your evaluation activity making it strong and stable.

You will probably have some objectives or purpose of undertaking the event and this should be a focus for your evaluation. For example, if your event was held to promote learning of research in a particular field, your evaluation might what to know 'how much did you learn about the subject' or 'did you know that the University does this kind of work?' If you think about evaluation as a means to seeing if you have achieved your objectives, then it can be a useful way to see if your objectives are realistic and measurable.

Once you have clear answers to these questions, you can begin to plan your evaluation.

Planning your evaluation

The evaluation plan is represented by the trunk of the tree and should be robust and strong to support your evaluation activities. Just like a living tree, the trunk connects and supports the roots (the purpose, aims and what you want to know) to the branches (data collection methods).

The main questions are:

1. Who do you want to evaluate? Usually the audience. If your event involves other stakeholders such as external partners, other staff or volunteers it may also be useful to ask them about their experience so that future activities can be improved.

2. Who are your public? Consider how many people will attend, whether they are from particular groups and if they will pre-book.

3. What resources are available? It is important to have someone to undertake the evaluation on the day and analyse the results afterwards.

4. What type of event is it? Different data collection methods are more appropriate for different events. For example a pre-booked audience for a lecture is different to a drop in audience at an exhibition.

5. What questions should you ask? In general, keep it simple and ask people about the event. Nothing is perfect so chose what fits best.

To summarise, focus on one or two things that really want to know, remember the unexpected and be prepared for some unanticipated findings.

Data collection and reporting

As a minimum you should:

Count your audience

Record your event using photographs

Use at least one technique to provide evidence

Methods of data collection

The evaluation tree shows some of the data collection methods that you could consider when evaluating your event. Many can be used for a low cost and you may want to mix some methods to provide a rich diversity to your data. Whichever method you choose, it should answer your questions and fit practically with your event.

Here are some examples of evaluation methods:

Voting - audience feedback can be obtained using 'Responseware' with clickers or mobile devices and provide a good interactive method or asking questions which can yield a good response rate

Written comments either in a comments book, or on a poster or postcard

Analysis of social media discussion and media coverage - e.g. with Storify, Twitonomy, Google analytics

Focus groups and interviews can be good for more in-depth research or provide sound bites

Films and videos

Creative techniques, such as sticker exercises, graffiti walls or something built into the activity

Questionnaires or surveys - online questionnaires are useful because most software will do some of the analysis for you and these can be easily sent out when attendees have pre-booked and given their email address. Tablet devices can also be used to collect feedback and can be less onerous that asking attendees to provide written comments. Paper surveys can also be useful but you will need someone to be responsible for managing them at the event and the input and analysis of data can be time consuming

Observation and photography - you can observe the audience during your event and see how they react. You should always count your visitor numbers and take photographs if possible. Whilst these will not necessarily provide evaluation data observation and photography will help you to show an overall picture of the event and can be used in post-event promotion and news stories

When organising your evaluation, ensure that you have enough staff or volunteers that are confident in engaging with the audience to collect the data. Most evaluation can be undertaken free of charge or at a low cost. You may incur costs of printing, hiring equipment such as poster boards, pens or recording or filming charges. The cost of undertaking evaluation should be included in your funding application.

The evaluation report

After your event and when your data collection is complete, you should compile your evaluation data and analysis into a report. This part of the process is represented by the basket.

In addition to your evaluation findings and analysis, you may want to include the following information in your report: details about the event and any highlights, finance, media coverage, marketing activities, visitor numbers, visitor feedback and staff feedback.

Your report should also reference the aims and objectives of your event.

An example report is available to download from the 'Downloads' box on the right of the page.

Guidance for evaluation elements in grant application forms

Aims and objectives of proposed activity

Please ensure that aims and objectives are SMART (specific, measureable, achievable, realistic and time bound) and can be evaluated as part of the planned activity. E.g., 'to inspire children to be future scientists' or 'to encourage attendees to study science' are virtually impossible to measure at an event unless long term follow up is planned. Smarter objectives would be 'to increase knowledge of x' or 'to make attendees more aware of x'.

Evaluation sections of application forms tend to be brief and when this is the case, be driven by the aims and objectives rather than the methodology. E.g., 'the evaluation will collect data from attendees about how much they learnt', rather than 'we will collect qualitative data by questionnaire on learning'.

If there is scope within the word limit, you might want to identify the main groups you need feedback from, e.g. audience, partners or academics followed by the objectives and key questions for each group.

Group

Objective

Key questions

Audience

To provide an enjoyable experience

How much did you enjoy the event?

Academics

To provide an opportunity for academics to share their research with the public

To what extent did the event help you engage the public with your research?

Where possible, include evaluation throughout the project not just as the end or as part of the event.

Key questions

Key question guidance which you might want use as a starting point is available to download in the box on the right.

Costing

Don't forget to cost in evaluation materials and any staff time where possible.

Timescales

Please discuss the evaluation part of the application with the Public Engagement Team at an early stage. If the award is successful, please discuss the development of a more detailed evaluation plan and reporting requirements with the Public Engagement Team ( engage@sheffield.ac.uk).

Top tips

Start to think about evaluation when you are applying for grant funding and during the event planning process rather than at the end - if public engagement is part of a grant application it should be fully costed at the application stage

There is no single answer or way to undertake evaluation, try out some different techniques beforehand and try to put yourself in the position of your audience to develop a fun and interactive way to gain feedback

Use the information you gather to learn how to improve your event for next time.

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This page covers: Why bother with evaluation? Thinking about your evaluation Planning your evaluation Data collection and reporting Why bother with evaluation? Most research councils require public engagement to be included in funding applications and some evidence to be provided at the end of the funding to demonstrate its impact.

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Guía de evaluación de impacto

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What is evaluation?

By evaluating a project, you can find out how well it has met its objectives, as well as how effective, efficient and sustainable it was.

You should build evaluation into your project from the beginning, this will help you prove what has been achieved, and improve on-going project activity. You need to create an evaluation plan at the start of your project. As part of this plan, you will need to collect data right at the start of your project (baseline data).

Why does evaluation matter?

The National Lottery Heritage Fund aims to fund projects that make a difference for heritage, people and their communities. Asking our projects to carry out self-evaluation supports us to demonstrate that difference and to know whether a project has spent its money appropriately and they have achieved the desired outcomes. We report on these achievements through continuous programme evaluation, which often relies on information from project level self-evaluations. Programme evaluation helps us learn through:

Monitoring - letting us know if our strategy is heading in the right direction?

Evidencing - telling us whether our programmes are achieving their objectives?

Validating - informing us whether we are making the right funding decisions?

Improving - showing us if we can improve if we change something?

Researching - adding to our body of knowledge.

Advocating - providing our board with evidence to support our vision.

How to create a good evaluation

Logic model

It is really helpful to use a logic model when planning your evaluation. This helps you set out the activities, resources and planned outputs and outcomes (or impacts) of your project in a clear way. An example of how to set out your logic model is below:

How the logic model works:

1. Inputs are the resources that are used to make the project happen for example, time and money.

2. and 3. Outputs and Outcomes. It is easy to get confused between outputs and outcomes. One of the most straightforward ways to think about this is by using a capital project example. For example, if you are refurbishing a park with new lighting, one of the main outputs will be the new lampposts but the outcome is having a better lit park, which leads to other outcomes such as an increased sense of safety. Evaluation always needs to look beyond the outputs to what has been achieved as a result, that is, the outcomes.

3. Your project's outcomes may cover various things in the shorter term and others in the longer term. Your logic model should help you set out what outcomes can be expected immediately after each piece of activity in your project as well as the outcomes that are likely over a longer period of activity.

4. Assumptions are the underlying 'theory' behind the project that is how the project activities will create the intended outcomes. This is important as it can help you understand how the particular outputs lead to longer-term outcomes.

5. External factors are the elements that will influence what is trying to be achieved, either positively or negatively. Consider how your project's activities have impacted on your project's achievements and whether any other elements have played a role.

We have set out six principles for good evaluation, listed below:
a. Use a logical framework setting out links between activities, expected outputs and outcomes for all elements of the project
Your report should highlight the logical approach that you have taken to your evaluation. It should detail your logic model and your plan to measure evaluation.
b. Use appropriate and methodical ways of asking your audience questions that provide robust evidence including coverage of well-being as well as demographic, economic, social capital and quality of conservation issues where appropriate
You should include detailed summaries of the research methods you used to collect data - this is important as it shows how you've collected as much robust information as possible. It means that you provide detailed information in relation to the numbers of people that have engaged with / or you tried to engage with your evaluation activity. A good example of this is provided below. The authors of this report gathered data from a wide range of sources and used a number of different methods to achieve robust numbers with their quantitative activities as well as using qualitative techniques appropriately:
Summary of research methods
We have taken a mixed method approach to data collection in this study. The different data sources referred to in this report are outlined below:

Web survey: Pop-up survey hosted on the xxx site over two waves (wave 1: Sept. 2015, wave 2: Nov. 2016), with a mini tracker survey in between. Total sample achieved: 6,327.

Web user depth interviews: Depth interviews with frequent and infrequent website users. Sample: 10.

Stakeholder interviews: Depth interviews with stakeholders from xx, xx and xx. Sample: 10.

Exhibition survey: Interviewer led-surveys that took place at xx, xx and xx. Sample: 331.

Community participant focus groups: Focus groups with community project participants in xx, xx and xx. Sample: c.21 individuals over three groups.

Community facilitator depth interviews: In-depth qualitative feedback from community project facilitators. Sample: 7 depth interviews.

Partner organisation internal data: Internal evaluation data from project partners.

Project website: Google Analytics data

c. Robustly analyse your data to provide evidence on outcomes
You should be transparent about the methodologies you used when collecting and analysing evidence. For example, when you mention survey evidence you should also provide sample sizes and any statistical tests used. You should also point out areas where the data collected is limited such as their survey achieved a small response rate or a group that completed the survey only represent some of the groups that have engaged with the project.

You will also need to include analysis of the data in your report, beyond just presenting the data. You need to interpret what the data means, what it says about the project activity and engagement with it and whether it highlights areas of particular strength / areas of improvement etc.

Finally by using baseline data and comparison datasets, you can show that you clearly understand the purpose of the evaluation activity in comparing what has been achieved over time.

We've included examples of good practice below, which show careful consideration of the quantity and quality of sources of evidence, and transparency in reporting on them:
"A survey was sent out to the cohort of volunteers in the database. (The database included 642 volunteer email addresses, of which 44 were no longer active, total active emails = 598). A benchmark for good engagement from an email survey is a 10% response rate, and the volunteer survey received an actual response rate of 17% (101 survey submissions)." "It is important to bear in mind the limitations of Google Analytics data when looking at the size of a web audience, for example, visitors are calculated through IP addresses so if a computer has multiple users accessing a site this will only register as one user.....there are also drawbacks to using pop-up web surveys, in that they are unavoidably open to self-selection....The limitations of both datasets have been considered when drawing conclusions throughout this study." "With a site of this nature, it is difficult to establish an entirely accurate profile of visitors. The table provides a representational overview based on data from (271) visitor questionnaires. This baseline of data can be used as a starting point for monitoring visitors and the impact of future outreach and community work." d. Make your evaluation objective and free from bias
You may want to only show your project's work in the best light, but evaluation as a discipline is about both proving and improving, which means highlighting what has not quite worked or impact that has not been achieved yet or was unrealistic to expect in the first place. You therefore need to provide an objective review of what has been carried out and not just to highlight all that has gone well. This also includes efforts to ensure that the evaluation itself is objective and that efforts have been made to challenge and scrutinise activity. For example, a project officer is often not the best person to gather data as they are fully immersed in the project and unlikely to be as objective as someone who is not so heavily involved with the project.

Bias can be unintentionally built into the project when evaluation is carried out by those closest to the project itself. It is important to consider if your approach is building in any bias and if so, try to address it. One way to move away from bias is to use external referenced standards. For example, progress towards an external environmental standard is a helpful way to validate activity.
e. Clearly and sufficiently present any results
You should try to create a reasonably self-contained report. This should include a brief account of the project and how it began and its logic model, followed by distinct chapters for each of its objectives, with the evidence used in reaching conclusions on each. Careful planning of your report can help to prevent it becoming over complicated or lacking in analysis.

We've included an example of good practice below. This is taken from an excellent evaluation report. This was a particularly well-structured report, which was supported by extensive appendices. Each of the ten project activity objectives had their own dedicated chapter. Each of these chapters had sub-sections titled: 'What you wanted to happen?', which described the activity aims and intentions; and 'What actually happened?', which was a series of titled sections for each of the activities within that section describing what actually took place. This example also highlights the usefulness of data collected over time.

What do you think worked well and why?

Overall, the new events programme has been successful and played a crucial part in increasing visitor numbers to Wrest Park. The table below shows that in 2011/12 visitors to the site had doubled from the previous year. Although we have not come to the end of the financial year for 2012/13 yet - we expect it to be at a similar level to 2011/12 and a contributing factor would be the extremely wet weather conditions of 2012.

We feel that the addition of a varied family events programme has worked very well and already helped to widen our audience, specifically, the changes made to our St. Georges Day Festival has helped encourage visits from BME audiences. Surveys carried out during the 2012 event tell us that satisfaction levels had increased with 91% of people rating their visit as 'very good' compared with 86% in 2011 and 71% in 2010. See Appendix 4 for St. George's Day event surveys.
What didn't work and why?
We felt that the outdoor theatre events did not work as well as we had expected them to. During consultation, this had been something various user groups had asked for but in reality they were not well attended - this could be down to the weather - or the fact that outdoor theatre is already well established at our nearby competitors, Woburn and Shuttleworth. In 2013 Wrest will host one theatre event in June and again evaluate its success. It will also have a music event each Sunday afternoon throughout July, which will aim to increase repeat visitors to the site and will be an additional event which is covered by the entrance fee of the visitor.

f: Provide clear conclusions and recommendations to help enable stakeholders to identify and apply any lessons learned

Evaluations are about both proving and improving so it is important that projects are conscious of learning lessons along the way. Your evaluation report needs to be able to clearly offer project insights, highlighting areas for improvement and learning for the future. It should be obvious in reporting that the evaluation approach you have taken has offered projects an opportunity to learn and reflect, and that stakeholders have also been involved with that reflective exercise.

Six Principles to adhere to when writing your self-evaluation report

How to gather data

When you have created a robust logic model for your project, you then need to plan what data will be collected, how it will be collected and when it will be collected, to track the progress of the project's outputs and intended outcomes.

Collecting output and outcome data involves keeping a good record of the activities that are being carried out, who those activities reach and who gets involved with them. It will also involve talking with the people that the project is trying to influence. This is when you can use well-designed research tools such as surveys, interviews and workshops. You need to think through the following kinds of questions when designing your evaluation methods. It is important that you build in enough time and expertise to create a robust evaluation:

What types of data are required?

What is already being collected / available?

What additional data needs to be collected?

If the evaluation is assessing impact, at what point in time should the impact be measured?

Who will be responsible for data collection and what processes need to be set up?

What research methods will be used?

How much time will need to be spent on evaluation?

Ask yourself - will we use an external supplier or do we feel we have the skills and time to conduct the evaluation ourselves?

Is the scale of the evaluation activity proportionate to the activity that is being undertaken?

What will we do with the results?

Nearly all projects need to count the numbers and type (for example, diversity) of people who have attended or engaged in an activity over the course of the project. Ideally you will also include relevant baseline data so that it is possible to see what exactly has changed as a result of your project activity in terms of numbers and in terms of demographics (for example, what the usual visitor/participant numbers are, and how has the enhanced activity increased those.) You will need to carry out some sort of survey work, either face-to-face or self-completion based with visitors/those who have been engaged.

Choosing the right research method

Choose the most appropriate research method, you will need to think about a number of factors, for example:

How much time /money do you have to collect the data (online surveys can save time when compared to a hard copy approach)?

In which format are people most likely to readily give you the data (for example, will they be honest if in a large group / or if talking to staff)?

Are there clever ways you can build in data collection to the experience (for example, a quick survey as part of ticketing or as part of an exhibition?

Do you have enough of a sense of what respondents are likely to say to develop good quantitative questions or do you need to do qualitative research first so we have more understanding of the themes?

Will participants be able to participate fully in a written exercise or do you need to be aware of literacy or language issues?

We've provided an example of research methods below, this highlights some ways to approach data collection and other things to consider.

Counting volume of engagement

Visitor numbers through ticketing system

Manual count

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

NB. If carrying out a manual count, this has to be undertaken over regular intervals and if in a particularly busy period (such as bank holiday) this should be taken into account.

Understanding who has engaged - Age, Gender, Ethnicity, Socio-Economic Background, Disability etc.

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

Self-completion surveys can have very low response rates, and can also be biased towards those most likely to complete the survey. How you deliver the survey may also create or discourage engagement from certain groups for example, if the survey is delivered through an ipad on site, people who are less technologically aware/interested may be less likely to take part.

Be careful of drawing too many conclusions from small numbers. Ideally you want survey returns from more than 100 people.

Understanding why they engaged and what they learnt

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

Interviews / focus groups (on site, afterwards by telephone or in person)

It is important to use qualitative research (that is more in-depth and detailed interviews/discussions) when trying to understand behaviours, particularly at first. You can follow this with quantitative questioning.

Gathering feedback on digital resources

Page views / downloads

Google analytics

Facebook likes

Sentiment analysis of twitter etc.

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

Interviews / focus groups (on site, afterwards by telephone or in person)

Collecting data at the start of a project (baseline data) is important to help if there has been an increase in interested of activity especially if you are updating a website as part of creating your project.

Gathering data / feedback from board, staff or volunteers

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

Interviews / focus groups (on site, afterwards by telephone or in person)

Collecting data at the start of a project (baseline data) is important to help if there has been an increase in interested of activity especially if you are updating a website as part of creating your project.

Gathering data / feedback from partners

Self completion survey (on-site or sent digitally afterwards)

Face-to-face survey (on-site)

Interviews / focus groups (on site, afterwards by telephone or in person)

This data should never be presented as an alternative to consulting with actual recipients of project activity.

How to evaluate progress against our outcomes

We consider outcomes in three key areas: Outcomes for heritage / Outcomes for people / Outcomes for communities. Your application will have addressed at least one, if not more than one of these areas. Below, we have provided some guidance on the sorts of activities that you are likely to carry out in your project and the ways you could be measuring impacts.

Heritage will be in better condition.

Repair, renovation or work to prevent further deterioration

New work for example, increasing the size of an existing habitat to benefit priority species, or constructing a new building to protect historic ruins, archaeology or vehicles

Achievement of or towards professional / heritage specialist standards

Heritage will be identified and better explained.

Identifying places or collections that are relevant to a particular community and making information about them available

Documenting languages or dialects

Recording people's memories as oral history

Surveying species or habitats and making the survey data available

Cataloguing and digitising archives

Making a record of a building or archaeological site

Recording the customs or traditions of a place or community

New displays in a museum

A smartphone app

Talks or tours in a historic building

An accessible guide to a historic house

Online information about archives

Data about the volume of heritage that has been identified/recorded

Data about the gaps that this may have filled in an existing collection/data set

Quality of that data and comment on that

Visitors and users will provide feedback on the new resources, their ease of use, quality of information, impact on understanding for example, learnt new facts or information, made sense of something new, gained a better understanding or deepened understanding, made links between areas that had not done previously

People will have developed skills

Staff, volunteers and participants will be able to demonstrate new competencies e.g. in new specific skills (e.g. project management, digital skills etc.), increased qualification levels etc.

People will have learnt about heritage, leading to change in ideas and actions

Visitor / user reaction to heritage topic

Visitors and users provide feedback on the new resources e.g. their ease of use, quality of information, impact on their understanding e.g. learnt new facts or information, made sense of something new, gained a better understanding or deepened understanding, made links between areas that had not done previously, created an interest in something new

Visitors and users will explain how they have used their new knowledge e.g. shared it with other people, used it in their professional or social life etc.

Changed ideas of visitors / users e.g. different perception of the importance of biodiversity or of the contribution made by young people in the community

Changed actions - E.g. others may have started doing conservation work joined the management group of your Friends organisation, decided on a career in heritage or got involved in other community projects.

People will have greater wellbeing

Objective indicators usually measure three main areas:

Economic - e.g. GDP and household income

Quality of life - e.g. life expectancy, crime rates, educational attainment

Environment- e.g. air pollution, water quality

Subjective measures ask people to assess their own wellbeing. Visitors, Users, Staff, Stakeholders - provide feedback on the time that they have had e.g. enjoyed the opportunities for social interaction, liked being part of a team achieving something, enjoyed learning about heritage, enjoyed celebrating their achievements. They can give feedback on expectations of experience, whether they will visit/participate again, whether they will recommend to others, if they are inspired

A wider range of people will be involved with heritage

- Change in audience profile over the course of the project- visitor background - i.e. people from a wider range of ages, ethnicities, social backgrounds, more disabled people; or groups of people who have never engaged with your heritage before.

Your local economy will be boosted

Financial spend in the local economy

Increased footfall at heritage site and impact that it creates on locality

Local area/community will be a better place to live, work or visit

Community feedback on impact of invigorated heritage site e.g. attracting more people, more pride in local area, more facilities for local people

Your organisation will be more resilient

Change in management focus

Change in financial outlook, New financial resources

Change in resources & expertise

More local stakeholder involvement

More partnership working

New skills

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In this guidance, we provide some information about how to carry out an evaluation of your National Lottery-funded project. This includes advice and ideas on producing your evaluation report, as well as information about evaluating the outcomes that your project aims to achieve.

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Posters evaluación de eventos

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Reporte My Sky Tonight. Astronomía para preescolares

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Reporte My Sky Tonight. Astronomía para preescolares

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All the School's partner universities are signatories of the Manifesto for Public Engagement, showing a commitment to meaningful public engagement. Just like patient and public involvement, public engagement can occur through the research cycle to gain input from the public and disseminate research outcomes.

Type of activities

A public engagement activity can stand on its own or be used as a mean to lead to involvement by establishing links with the public before a research project begins. Potentially interested members of the public can be recruited by researchers organising or participating in engagement events, or the engagement can provide an opportunity to develop new research ideas.

There is a wide range of engagement activities. Engagement activities can aim to inform the public, consult them or work with members of the public.

RRI Tools has developed toolkit and Engage2020 has developed an Action Catalogue, both containing various examples and methods to engage with the public. There are also guidances available for specific engagement activities, such as creating an engagement space in an empty shop. The National Co-ordinating Centre for Public Engagement provides supporting information for various engagement methods.

Planning an event

In order to hold an engagement event, you have to create an engagement plan. The first steps in planning your engagement event is identifying your audience, what the (key) messages are you want to engage with, how you would like to engage and what are your measures of success.

There are various other elements to take into account when planning an engagement event, such as your budget and venue. You can consider working with partners, such as artists or local community groups, to make your event more creative, accessible and approachable for your target audience.

You can use the logic model to structure your engagement plan. The East Midlands Academic Health Science Network published some top tips for planning engagement events.

Holding an event

There are a number of organisations running engagement events throughout the year, and they often look for academic volunteers to run activities.

If you would like to develop an event as part of a bigger science programme or contribute at an engagement event you can check the following websites:

There are many national campaigns and awareness days of various disease areas. You could consider partnering up with others to support these campaigns. The overview for 2020 can be found here.

STEM ambassadors

If you are keen to inspire and engage with a younger audience, you can become a STEM ambassador. STEM ambassadors bring STEM subjects to life and demonstrate the value of them in life and careers by engaging with young people inside and out of the classroom.

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All the School's partner universities are signatories of the Manifesto for Public Engagement, showing a commitment to meaningful public engagement. Just like patient and public involvement, public engagement can occur through the research cycle to gain input from the public and disseminate research outcomes.

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The Public Engagement Evaluation Toolkit is designed to make it easy to evaluate the design, execution and impact of public engagement with research. Find out how to design an evaluation and discover tools that will enrich your engagement whilst providing you with opportunities to evaluate what works.

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Informe evaluación Diálogos Científicos sobre Bosques

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Informe evaluación Diálogos Científicos sobre Bosques

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Batería indicadores para medir prácticas de apropiación social de la ciencia

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Batería indicadores para medir prácticas de apropiación social de la ciencia

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Evaluación de impacto en centros de ciencia

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Evaluación de impacto en centros de ciencia

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Guía NCCP Cómo evaluar public engagement projects

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Guía NCCP Cómo evaluar public engagement projects