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.
Whilst welcoming Jensen's response to our original paper, we suggest that our main argument may have been missed. We agree that there are many methods for conducting impact assessments in informal settings. However, the capacity to use such tools is beyond the scope of many practitioners with limited budgets, time, and appropriate expertise to interpret findings. More particularly, we reiterate the importance of challenging the prevailing policy discourse in which longitudinal impact studies are regarded as the 'gold standard', and instead call for a new discourse that acknowledges what is feasible and useful in informal sector evaluation practice.
Abstract
Science centres and museums; Public engagement with science and technology; Informal learning
KeywordsWe welcome this response by Jensen [2015] to our article 'Highlighting the value of evidence-based evaluation: pushing back on demands for impact ' [King et al., 2015]. Clearly, Jensen shares our view that evaluation studies for informal science learning institutions and public engagement initiatives can provide essential practical insights. Indeed, this is the central thrust of our original paper.
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