A 360° Evaluation of the Multiple Outcomes of a Service-Learning Program in Teacher Education
B. Grant Hayes, PhD & Guili Zhang, PhD
Abstract
Service-learning programs often involve multiple stake holders and generate intended main effects as well as unanticipated spillover impacts. While evaluations aiming at a single aspect of impact and focusing on a single stage of a service-learning program can be informative and valuable in answering isolated questions, they often fail to provide a complete picture to fully capture the multifaceted effects that a service learning program can generate in the process and at the end. This proposal describes an effective 360° evaluation of a service-learning tutoring program in teacher education at a research university by following Stuff lebeam’s context, input, process, product (CIPP) model. The process and advantages of the 360° evaluation during the context, input, process, product evaluation is described and discussed. The 360° evaluation using the CIPP model is systematic and can help researchers strive toward a more holistic appraisal of service-learning programs.