Measuring+civic+learning+outcomes+in+diverse+contexts+-+Challenges+and+possible+solutions

**Measuring civic learning outcomes in diverse contexts: Challenges and possible solutions** Jonathan Zaff, Associate Professor, Tufts University [jonz@americaspromise.org] Kei Kawashima-Ginsberg, Leader Researcher, Tufts University [kei.kawashima_ginsberg@tufts.edu] Michelle Boyd, Graduate Research Assistant, Tufts University [michelle.boyd@tufts.edu] Nancy Wilson, Director and Associate Dean, Tufts University [nancy.wilson@tufts.edu]



**Keywords:** Civic learning outcomes, engagement outcomes, transformational changes, Project PERIS (Partnering for Economic Recovery Impact through Service)

**Track:** Civic learning outcomes for students in K-12 and higher education

**Format:** Research paper


 * Date & time: **Friday 3:20-4:30
 * Location: **Wilson

**Summary:** This presentation focuses on challenges and possible solutions related to measurement of civic learning and engagement outcomes among unique populations. We present two distinct groups that pose interesting challenges in capturing civic learning outcomes: college students who take rigorous service learning courses and marginalized youth who are in civic development programs. Challenges in measuring civic outcomes in each group illustrate the importance of considering the population under study and the context within the population lives when developing civic measures. We will also discuss other important measurement issues such as timing, interval, and developmental appropriateness of the measures.

We will structure this presentation by describing findings and challenges in assessing civic outcomes among two unique populations. We will also consider implications for improving the measurement of civic outcomes among diverse populations. The first population is a group of college students who are enrolled in intensive service-learning courses. The second population is comprised of “disconnected” youth.

In our mixed-method evaluation of the college-based service-learning project, we are learning that conventional measures of civic learning, which are designed to capture changes in normative populations of college students, are not able to detect the transformational changes that the qualitative data suggest. On the other hand, the challenge in assessment of disconnect youth has to do with measuring the right constructs using appropriate terminologies, given their cultural, developmental and economical contexts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Our experiences highlight the need to improve the measurement of civic outcomes by making measures more sensitive to personalized and transformational changes, and relevant to diverse community and cultural contexts. In addition to the question of what to ask, we must also consider when and how often we should measure civic outcomes (e.g., Little, Card, Preacher, & McConnell, 2009) to optimally understand the nature of civic development.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Little, T. D., Card, N. A., Preacher, K. J., & McConnell, E. (2009). Modeling longitudinal data from research on adolescence. In R. M. Lerner, & L. Steinberg (Eds.), //Handbook of adolescent psychology// (pp. 15-54). Hoboken, NJ: Wiley.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Wilkenfeld, B., Lauckhardt, J., & Torney-Purta, J. (2010). The relation between developmental theory and measures of civic engagement in research on adolescents. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), //Handbook of research on civic engagement in youth// (pp. 193-219). Hoboken, NJ: Wiley.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Please click here to access a PDF of this page:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|Zaff - Measuring Civic Learning Outcomes in Diverse Contexts.pdf]

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