Highlighting the value of evidence-based evaluation: pushing back on demands for ‘impact’

Heather King · Kate Steiner · Marie Hobson · Amelia Robinson · Hannah Clipson

26 citations0/0 files storedJournal of Science Communication

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Museums and Cultural Heritage Science Education and Pedagogy Evaluation and Performance Assessment

Abstract

This paper discusses the value and place of evaluation amidst increasing demands for impact. We note that most informal learning institutions do not have the funds, staff or expertise to conduct impact assessments requiring, as they do, the implementation of rigorous research methodologies. However, many museums and science centres do have the experience and capacity to design and conduct site-specific evaluation protocols that result in valuable and useful insights to inform ongoing and future practice. To illustrate our argument, we discuss the evaluation findings from a museum-led teacher professional development programme, Talk Science.

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References

2010Designing Professional Development for Teachers of Science and Mathematics 1999Evaluating professional development 2002Understanding Self-Report Bias in Organizational Behavior Research 2003Theoretical perspectives on learning in an informal setting 1996An Overview of Visitor Studies 2010From Knowing to Not Knowing: Moving Beyond “Outcomes”2010“Now This Is What I Call Learning!” A Case Study of Museum-Initiated Professional Development for Teachers

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2017Youth work, performativity and the new youth impact agenda: getting paid for numbers?2017Narratives as a mode of research evaluation in citizen science: understanding broader science communication impacts 2021Evaluation of Science Communication: Current Practices, Challenges, and Future Implications 2017What Works in the Field? Evaluating Informal Science Events 2015Highlighting the value of impact evaluation: enhancing informal science learning and public engagement theory and practice 2017Science communication in the field of fundamental biomedical research (editorial)

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