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Human Spectrogram
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tion
Human Spectrogram
I love evaluation
I hate evalua
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art of work
Human Spectrogram
Evaluation is the absolute best part of my work
Evaluation is the absolute
worst pmy
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part ork.
Human Spectrogram
Evaluation is the most important part of my work.
Evaluation is the least
importantof my w
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ime.
Human Spectrogram
Evaluation is a very important use of time.
Evaluation is a complete
waste of t
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n Why is evaluatiochallenging?
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1-2-4-ALL (Liberating Structures)
Invitation: What is challenging about evaluating primary prevention of sexual violence?
Reflect by yourself 1 minute
Share with a partner 2 minutes
You + partner share with other dyad. Begin to notice patterns. 4 Minutes
All group shares patterns and surprises 6 minutes
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a Analyzing
Qualitative DatSteps
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Steps to Analyzing Qualitative Data
1. Compile the data 2. Code the data 3. Organize the data 4. Identify themes 5. Summarize themes 6. Interpret findings
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Analyzing
Qualitative DataInterview a Peer
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rea
Step 1: Gather Information
Ask your partner the following questions (and take notes): What has your experience been like during this training? What are some aspects that have
lly worked for you?
And some aspects that haven’t quite worked for you?
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Step 2: Combine Information
Join with another dyad to form a group of 4. Tell the rest of the group your partner’s responses to the questions. What similarities do you notice? What differences really stand out to you?
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Step 3: Make Meaning
What do you make of the similarities? What does that suggest about people’s training experiences? What do you make of the differences? What does that suggest about people’s training experiences? Is there anything significant about what was not said?
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Step 4: Make Recommendations
Based on all of the previous steps, if this training were to be done again: What should be done in the same way? What should be done differently?
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Step 5: Evaluate the Process Reflect on the process of this activity: What was challenging about collecting, synthesizing, analyzing, or interpreting the information (i.e., data) in this activity? What was easy or seamless about it? How might this process be different with much more data to collect, synthesize, analyze, and interpret?
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Step 5: Evaluate the Process
Reflect on the process of this activity: How might you implement a similar process that involves participatory data to collection, synthesis, analysis, and interpretation?
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Step 5: Evaluate the Process
Reflect on the process of this activity: How might this process be different if only one person was collecting, synthesizing, analyzing, and interpreting the data? How is the process impacted by whether or not that person is internal to or external from the process?
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a
Participatory DatInterpretation
Data Placemats + What? So What? Now What?
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0 1 2 3 4 5 6
Sample Data Placemat Student Survey Responses from 7th, 8th, and 9th graders to questions about 3 domains of bystander intervention
0 1 2 3 4 5 6
Post-Intervention
Sometimes 9th Opportunity Rarely 8th
Often 7th
Rarely 9th Efficacy Always 8th
Sometimes 7th
Rarely 9th Intent Rarely 8th
Often 7th
Pre-Intervention
Intent
Efficacy
Opportunity
7th
8th
8th
8th 9th
9th
9th
Sometimes
7th
7th
Rarely Rarely
Often Rarely
Rarely
Always
Never Sometimes
School Data Incidents from official school reports
12Bystanding
10
8
6 Bullying
4 Harassment
2
0September April
Student Focus Group Quotes chosen to represent preliminary themes in the data
MOTIVATION
“Before, I would see these things that would bother me. I didn’t really know why or what to do about it. But now I guess I understand that I can interrupt those things and probably help someone.” -7th grade student
DISCONNECT “Nothing we talked about seemed like real life, you know?” -8th grade student
NO IMPACT “I don’t know. I just feel, you know, like, what’s the point? We learned this stuff, but I don’t see it many any difference.” -9th grade student
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?
What? So WhatNow What? W3
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What?
What did you notice? What stands out to you? What happened here?
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So what?
Why does this matter? What patterns do you see? What are the possible explanations for
these patterns?
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Now what? What are the implications of these data?
What should be done in response to them?
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1 - 2 - 4 - All What makes evaluating primary prevention
work challenging? 1 Minute Reflect by yourself.
2 Minutes Share with a partner.
4 Minutes You + partner share with another dyad.Notice patterns.
6 Minutes All groups share patterns and surprises.
(Adapted from Liberating Structures. (n.d.). 1-2-4-all. Retrieved from http://www.liberatingstructures.com/1-1-2-4-all/)