NewsLiteracyPlaybook - Flipbook - Page 32
Our more innovative assessments include asking
students to rank examples based on criteria we
specified, sort examples of media using criteria we
specified, and categorize examples according to
definitions we provide.
In our classroom and after-school programs,
we developed pre-unit and post-unit evaluation
surveys for students that measured changes in
their knowledge, attitudes and behavior. Once
we moved to an online program, our evaluation
surveys measured students’ knowledge, attitudes
and behavior before and after they used the virtual
classroom (PDF downloads). For teachers, we
developed feedback surveys, and we also requested
We shared the results with our staff to make
improvements in our curriculum, in our staff support
of teachers and, when necessary, in the surveys
themselves. We also shared the results with funders,
prospective funders and others.
As soon as we could afford to do so, we retained an
independent evaluation specialist to analyze all our
data and write annual reports on the results, giving
the process greater independence and credibility.
(The executive summary of the report for the 2017-18
school year is linked here as a PDF download.)
Informal feedback. We have always told
eductors that we want them to be our partners — and
we mean it. They have been our best friends, and our
best constructive critics, when it comes to improving
our programs. We seek constant feedback and
regularly incorporate educators’ suggestions, such
as those emailed by teachers who need support in
a specific area or posted in our Facebook group for
Checkology educators. Listening carefully to teachers
and making modifications and additions based on
their feedback has been enormously beneficial.
In the Checkology lesson “Practicing Quality Journalism,” students
act as a reporter covering a breaking news event. In building their
report, students select the image that best illustrates the story
while adhering to the standards of quality journalism.