Capturing the impacts Extension programming has on younger school-age audiences is often difficult, yet staff are increasingly asked to document program effectiveness. The limited literacy skills and concrete reasoning of young school age children make the use of written evaluations challenging, yet observations and interviews are time consuming and costly for programs. This article discusses how an evaluation instrument was adapted for use with third to fifth grade 4-H youth. The system was piloted with 65 youth who attended a 4-H camp. Implications and suggestions for others adapting written evaluation instruments are offered.
Loeser et al. (Sun,) studied this question.
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