A Student-led Approach to Programme Design and Evaluation: YES for STEM Phil Jemmett and Emily Scott

YES for STEM - Evaluation Challenges What is of interest to/required by students? Delivering activity as part of progression curriculum? Student voice? Using evaluation to inform subsequent activity delivery?

Multi-faceted evaluation approaches built in across the programme to understand impact of Skills and Knowledge curriculum: For Youth Educators: YES for STEM Workbook ‘Baseline’ surveys Activity design For Peer Learners: Short initial assessment survey Activity evaluation Project Follow-up (both cohorts): Small, informal focus groups

What areas of the curriculum are most exciting to students? Students should feel in control of their experience Soft skills Once students are engaged they will be more responsive to guidance The product the students create will evidence the context they feel is most appropriate to their curriculum learning. They will produce an activity that they feel is fun and engaging by drawing on their existing knowledge - this will show where they currently stand within that curriculum. By asking the same students how they will present the activity to younger years they will show their own views on where they were when they were younger and what context they feel is appropriate to those years.

Student engagement Teacher commitment Capturing casual conversations Capturing unintended outcomes Anec-data

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