Evaluation Tools

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Evaluation Tools by Mind Map: Evaluation Tools

1. The River: Participants are divided into small groups (5 to 7 participants). Each group is provided with the picture of a River drawn on a large piece of paper. The beginning and the end of the river should be marked on the paper. Each group receives paper (different colours), scissors, glue, pencils and markers. Participants are asked to work individually on giving creative expression, using the material provided, to their personal development during the programme and to place the results of their creative efforts onto whichever part of the river they consider appropriate. When everybody has finished participants are asked to explain their creations.

1.1. Space ship: participants are asked to make their space ships by paper. They write their expectations on their ships. Then they will place their ships in the space which is drawn by the facilitator on a flipchart. Participants are told to move day by day their ships to the center or sky according to their mood dealing with expectations. The last day, there will be a big picture how far or close the expectations in the training.

2. Dixit evaluation The trainer spreads out a set of Dixit cards on a table or on the floor. Participants are given a few minutes to go around and mentally choose a card that represents their feelings/experience throughout the day/workshop/training. One at a time, a pax stands up and chooses a card. Then explains to the rest why it chose that card. Once it is done with the explanation, the card is put back close to the others and a new person is up for sharing their experience and feelings.

2.1. Participants are asked to evaluate the activity by showing a number with their hands/ fingers, expressing how satisfied they are with the activity or how they are feeling at the moment, without further explanations

2.2. Participants are asked to evaluate the activity by giving a thumbs ub / down expressing how satisfied they are with the activity or how they are feeling at the moment, with or without further explanations. The thumb can be up, down, horizontal or anywhere between. A fast way to evaluate.

3. Visual Evaluation tools

3.1. Drawn Thermometer (team draws several thermometers on flipcharts with an item each. Each participant with a marker will draw a line on the thermometer according to their evaluation. They can add comments too).

3.2. Aim the feedback/bull's eye: a dart board is drawn on flipchart with different segments/pie slices representing a different part of the programme and the participants need to make their satisfaction (closer to middle = better)

3.3. Bicycle Draw a bicycle and add different small elements to it (basket, tool box, water bottle, bell, etc.) on the flipchart and ask participants to write their names on a part/parts of the bicycle depending on how they felt and what role they feel they had during the activity. Follow with the discussion with explenations

3.4. Tree of expectations: in the first day, participants are asked to write their expectations on a post-it and place them on the tree which is drawn in a flipchart by the facilitator. In the last day, participants are told to move down (to the grass) their expectations if they are fulfilled. By this way, fulfilled expectations and unfulfilled expectations will be seen clearly.

3.5. Aquarium of the program: You should paint some waves in a big blue sheet of paper. In a withe sheet of papaer you should draw some ducks, one for each activities you want to evaluate, and write the name of the activities on them; then you should cut out the ducks and stick them on the sea: your aquarium is ready! you should create a lot of small shapes of boats in at least three different colurs, each colour related to a different level of satifaction (es. red=VERY GOOD; organge=GOOD; yellow=NOT SO GOOD). Each participant will be invited to stick a boat in each duck corresponding to a different activity.

3.5.1. video interviews in the form of a mock press conference

3.6. Post card evaluation A pile of different post cards can be used the same way as Dixit cards for evaluation / feeling rounds. In addition you can use other pictures (e.g. cut from magazines), small stones, pearls, small pieces of different fabrics etc. When using touchable items can be used with groups including blind participants.

3.7. "in which shoes do you leave" Take a selection of photos / pictures of different shoes. In the end of the training the participants can choose one picture and share in which shoes (with what feelings) they're leaving (and continuing the journey). Remember to use inclusive language.

3.8. Evaluation with post-its and x and y-axis Trainer draw x and y-axis, where x-axis is feelings (emotional dimension of the activity: how participants feel after seminar) and y-axis is level of understanding of content of the activity (how far participant understood). Participants are asked to write on post-it the main result (one or two) of the activity for themselves, choose place between x and y-axis where they see themselves and put post-its there.

4. Written evaluation tools

4.1. Evaluation form printed to be filled in

4.2. Silent floor

4.3. On-line evaluation form (google drive, surveymonkey, ...)

4.3.1. Using statements that they may agree / disagree with on a scale related to the objectives of the session

4.4. World cafe: with different elements of programme and/or recommendations for future

4.5. Letter to yourself: The participants are asked to write a letter to themselves reflecting on their experience and how they foreseen to apply this experience within 3/6 months. Don't forget to send the letters to the participants in 3/6 months ;)

4.6. Begging of the trainging : After introducing the training program, you ask participant to put post-it on the different sessions according to their feelings : for instance green if they feel excited, yellow if they are wondering what is about this session, and red if they are afraid/ don't feel confident with the session. They can write on the post-it. End of the trainging: you ask participant to reflect on the feelings they had at the begginng of the training, were theur expectations fulfiled or not, their fears tackled, ...

4.7. good old evaluation forms with more stylish designs

4.8. At the end of the exercise/activity ask participants to write on a card what the most important thing was that they learnt today. Post the cards on the wall.

4.9. Make four or more big posters with for instance a heart, thumbs up, trash can and suitcase where each symbolise something they respectively apprechiated, learned, will leave behind and take with them

4.10. Snowball evaluation Participants write on an A4 paper what the learned about the particular activity. After that they make a snowball of the paper and throw it through the room. Each participant takes another snowball, unfold the paper and write whether the goals were set. The form a snowball again and throw it through the room. Each one takes another ball and write a tip about the content on that paper. They make again a snowball trhow it through the room and take another one. On this final paper they write some advice for the trainer(s). They again make a snowball and throw the ball to the trainer(s).

5. Tools that use the space and movements (Spatial and kinaesthetic)

5.1. Space Target (group in circle, the more to the centre the more positive evaluation, facilitator says some items, groups take position and comments on it)

5.2. Image Theatre (express doing a sculpture with your body how you felt/the concept that represents your learning/etc, during the activity)

5.3. Chair game: line up 5 or 10 chairs each representing a number 1-5 or 1-10. The participants must sit on the chair to rate different aspects of the programme, which will involve sitting on knees of others (only for groups who are okay with physical contact)

5.3.1. flipcharts on the wall for participants to write what they feel and what they have learnt

5.4. Three chairs: there are three chairs with three different topics (examples: program, group, team, activities..). Participants can go and seat in one of the chairs (or in all of them) and share impressions, feelings or comments about that topic.

5.5. Using the where do you stand exersize evaluating it the beginning and/or end how people feel about their own competence and feelings. Example: I know what human rights are asked in the beginning and end, then ask if someone changed their place from the beginning to the end. Good way to make them reflect on their learning.

5.6. Backpack Make a list of alll the different activities done. Put a backpack in the middle of the room.

6. Discussion based evaluation tools

6.1. Dice game: each number (1-6) has a different statement/question (e.g. one thing you learnt) and you go round the circle where each participant takes a turn to roll the dice and ask a question

6.2. Mock interviews: one participant is the interviewer with 3-4 participants being interviewed and one person records the mock interview - the interviewer comes up with the questions

6.3. Nine words: Participants work in groups (6-8 pax). They have to create an evaluation about the activity including these words (for example): roof, shadows, rope, elephant, nine, but, without, singing and stones. Then, groups share in plenary.

6.4. Closing circle Participants are sitting in a circle. Trainers use a talking totem that participants could pass around. The totem is passed around three times, however each participant could choose only one round to speak, whenever they feel ready. This can be used as their last chance to share their thoughts, feelings, appreciation with the group.

6.4.1. Similar with a ball of yarn, where the thread makes a connection between all participants and each need to say something they apprechiated with the training.

6.5. Before and After: Facilitator shows in a screen (projector would help for it) a document which has expectations, fairs and contributions that filled by the participants before the training. Everyone is surprised because almost no one remembers what they wrote. Every participants' expectation, fair and contribution are read out one by one and they are asked to add comments by evaluating the training.

6.6. video interviews in the form of a mock press conference and or have a video recording during the day and ask participants the peak moments which can be replayed for greater learning sharing

6.7. Closing circle with hourglass Participants are sitting in a circle and passing around a one minute hourglass. When a participant has the hourglass they can (and have to) speak. Everybody has exactly the same time: the talkative can't use too much time and the more silent "have" to speak.

6.8. The plqying cqrds / use the four types of the cqrds (heart, spades, diamonds and clubs) in small groups, everyone has to choose one of the cards and share sthg related : sthg they liked and why if the heart, sthg they learnt with the diamonds., sthg they want to change with the spades.. (the trainers can assign to each card a specific question that needs to be answered during the evaluation.