young evaluator's toolkit

University of the First Age Young Evaluator’s Toolkit

3University of the First Age

1. Introduction 4

2. What is Evaluation? Some guidance on doing evaluation 52.1 How to Evaluate Your Project 6

2.2 Evaluation Questions 7

2.3 Being an Ethical and Responsible Evaluator 9

2.4 Evaluation Summary Form 10

3. Evaluation Activities 163.1 Pick ‘n’ Mix 17

3.2 Evaluation Kit 23

3.3 Evaluation Activities 24

3.4 Group Activities 25Activity 1: In Touch with the Paper 26

Activity 2: Opinion Finders 27

Activity 3: Graffiti Wall 28

Activity 4: Discussion Cards 29

Activity 5: Spider Diagrams 30

Activity 6: Planet UFA 31

Activity 7: Consequences 32

Activity 8: 3 Lives 33

Activity 9: Bean Count 34

Activity 10: Make a Line 36

Activity 11: Highs and Lows Timeline 37

Activity 12: Learning Tree 38

Activity 13: Photo Diary/Exhibition 39

Activity 14: Word Bank 40

Activity 15: True, False, Maybe 41

Activity 16: Why? Why? Why? 42

3.5 Individual Activities 43Activity 17: Personal Timeline 44

Activity 18: Draw . . . 45

Activity 19: What Am I Like? 46

Activity 20: Photo Journalist 48

Activity 21: Balloons and Weights 49

Activity 22: Letter to Me 50

Activity 23: Speech Bubbles 51

Contents

1. IntroductionThis pack has been put together to help you to evaluate what young people have learnt/are learning from beinginvolved in UFA projects and activities.

It contains activities for you to use with other young people to help them to think about what they have learntand what they may still need to learn in the future. Some of the activities can be done as group activities, andothers are for young people to do by themselves. The activities are pick ‘n’ mix, so you can choose those youthink will work best for the project or activity that you are involved with.

We would like the following statement to be true for everyone involved with the UFA – including you and theother young people you work with.

“I belong to a learning community called the UFA; I am able to take part in a range of learning opportunities andtraining. I know where I see the UFA logo it means that people will believe in me and help me to develop mypotential as a learner and as a leader. I can learn in different places; at home, in and out of school and in mycommunity. I can be part of a trained learning team where I can teach and learn from other people who bring a wide range of experience. The UFA helps me to have a greater understanding of how I learn and how I can be more creative, confident, resilient, curious and enterprising, so than I can face and reflect upon new challenges in my life. The UFA recognises and celebrates my learning.”

Good luck with your evaluation, we look forward to receiving your Summary Forms.

If you have any questions about how to use this pack please speak to your project leader.

UFA National Team.

4 University of the First Age

2. What is Evaluation? Some guidance on doing evaluation

Evaluation means finding out how well something is working. When you do an evaluation you will be able to findout what are the good things about the UFA activity you are involved in, what are the things that are notworking as well and also you could find out what you and other young people have learnt from being involvedwith UFA.

Evaluation helps everyone involved to learn about what is working and how to do things better.

What is the purpose of evaluation?By evaluating what has been learnt you will be able to see the progress that has been made, and what is neededto improve. This information will help us at UFA to make sure that our projects and activities are helping youngpeople in the right ways.

The evaluation activities In this pack you will find a range of suggested evaluation activities. There are separate sections for groupactivities and activities for young people to complete on their own.

On page 10 there is a Summary Form that you will need to complete at the end of theproject and send back to us at the UFA office.

University of the First AgeSt Paul's Cottages59/60 Water StreetBirmingham B3 1EP



Read ‘What is Evaluation?’, ‘Being an Ethical and Responsible Evaluator’,‘Evaluation Questions’ so that you understand what evaluation is, and

what you and other people at UFA are trying to find out

Look through the activities and write down a few that you might like to do

Use the ‘Pick ‘n’ Mix Planner’ and the questions section to plan the activities that you could do at the beginning and the end of the project. Make sure there

is time in your overall project plan to be able to do evaluation

Discuss evaluation with the young people you are working with and do the beginning activity/activities and make a record of what you find out

Optional – carry out middle of project evaluation activities and make a record of what you find out

Carry out your end activity/activities and make a record of what you find out

Spend some time looking at your record. Think about your project and complete the ‘Evaluation Summary Form’

Pass copies of your ‘Evaluation Summary Form’ to the project leader and back to the UFA office

Use the information you have collected to help you to plan future UFA activities

2.1 How to Evaluate Your Project


‘Me’ Key Questions

Does taking part in UFA contribute to young people's development of positive skills and dispositions?

Does taking part in UFA help young people to achieve better in school?

Do people enjoy taking part in UFA?

Does taking part in UFA have an impact on how people see themselves achieving in the future?

Examples of other more specific questions you might ask along the way: (You can use your own questions –please ask the questions you want to know the answers to!) These will also help you to answer the Key Questions

• Do you keep on trying even when things are hard?• Do you understand more about how you learn?• Has the project changed the way you feel about yourself? How?• Do you think taking part in this project will help you to do well at school?• How will this help with your learning in the future?

2.2 Evaluation Questions

We would like you to evaluate against the following UFA areas:

Me – this focuses on the individual learner and what skills they develop

Me and Others – this focuses on relationships with others

Me and My Community – this focuses on the wider community and what peoplecontribute to it

You will find below some key questions to ask for each of these three areas. Theevaluation activities that you do should help you to answer them. You can makeup your own questions that fit with what you are doing but make sure that thesein the end help you to answer the key questions for us on the EvaluationSummary Form.


‘Me and Others’ Key Questions

Does taking part in UFA help young people to develop positive relationships with others?

Does UFA help with the development of communication skills?

Does taking part in UFA help with teamwork?

Does taking part in UFA help with problem solving skills?


• What have you learnt about working in a team?• Have you contributed to a group discussion/activity?• How has this helped you to develop your communication skills?• What teamwork skills have you developed?• What different roles have you taken on during the project? How might this be useful to you in the future?

‘Me and My Community’ Key Questions

Does taking part in UFA help young people make a positive contribution as a citizen to their local community?

Does taking part in UFA open up more opportunities for being involved in learning in the future?

Does taking part in UFA open up opportunities for being involved as Peer Tutors and Tutors in the future?


• Do you use your strengths and talents for the benefit of your community?• Have you developed skills that you think will be important in other areas of your life?• How can you see yourself becoming involved in the future?• Would you like to be trained as a Peer Tutor next year/in the future?


When you are carrying out an evaluation, the people who take part need to be protected. Anyone involved asan evaluator needs to take responsibility for this. It is important that you and the young people you are workingwith understand the following:

Consent – make sure people involved in the project understand what it is about and ask for their consent. Make sure that everyone is happy to take part. People don’t have to join in if they don’t want to.

Confidentiality – make sure the people you ask to take part know that anything they tell you or write downwill be kept confidential. The activities that they complete on their own belong to them and they don’t have toshow them to anyone else if they don’t want to. It should not be possible to identify individuals on yourSummary Form, so make sure you change any names.

Right to withdraw – make sure that anyone taking part in the project understands that they have the right to opt out of it at any time.

Debriefing – make sure the people taking part are de-briefed at the end of the evaluation. Tell them aboutwhat you found out at the end and how you used the information you collected.

Remember...

People have different opinions and everyone has a right to have their say. As an evaluator you have to be neutraland unbiased.

Ask people to be as honest as they can about what they liked or disliked about the project or activity – theyneed to know they won’t get into trouble if they say that they didn’t like something!

2.3 Being an Ethical and Responsible Evaluator

10 Summary Form. Please send back to the UFA at St Paul’s Cottages, 59/60 Water St, Birmingham B3 1EP. Fax: 0121 212 9858

At the end of your project, when you have finished doing evaluation activities, we would like you to use this formto help you think about what you and the young people you have been working with have learnt. Spend sometime looking at the information you have collected and the records you have made before you fill it in. Once youhave filled it in we would like you to send it back to us at the UFA so that we can learn more about how ourprojects are working all over the country.

2.4 Evaluation Summary Form

Your details:(Name(s) of the evaluators)

Where the UFA activity took place:(Name of the school or centre and the name of the UFA Partnership area your school/centre is part of)

Project name and short description of the project:

Dates and length of project:(Start and finish dates, number of sessions, how long they were)

Total number of young people taking part:

Nos: Male

Female

Nos: aged 5-7 yrs

aged 8-10 yrs

aged 11-14 yrs

aged 15-18 yrs

aged 19-25 yrs

You can do the next activity on your own or with the people you have been working with. Try to think aboutanswering the evaluation key questions that you set. The activity is broken down into three areas: Me, Me andOthers and Me and My Community.

1. Me: Focusing on the individual learner and what skills they develop

Based on the evaluation activity findings and discussions how much has UFA helped theyoung people to develop positive skills and dispositions?

Very little Little Some Very much

Activities used:

Give examples as evidence:

1.

2.

3.

Based on the evaluation activity findings and discussions has UFA helped young peopleto achieve better in school?


Activities used:


1.

2.

3.

Based on the evaluation activity findings and discussions do young people enjoy takingpart in UFA?


Activities used:


1.

2.

3.

11Summary Form. Please send back to the UFA at St Paul’s Cottages, 59/60 Water St, Birmingham B3 1EP. Fax: 0121 212 9858

Based on the evaluation activity findings and discussions has UFA had an impact on howyoung people see themselves achieving in the future?


Activities used:


1.

2.

3.

Based on the evaluation activity findings and discussions has UFA helped young peopleto develop positive relationships with others?


Activities used:


1.

2.

3.

2. Me and Others: Focusing on relationships with others

Based on the evaluation activity findings and discussions has UFA helped with thedevelopment of communication skills?


Activities used:


1.

2.

3.


Based on the evaluation activity findings and discussions has UFA helped with teamwork?


Activities used:


1.

2.

3.

Based on the evaluation activity findings and discussions has UFA helped with problem solving skills?


Activities used:


1.

2.

3.

Based on the evaluation activity findings and discussions has UFA helped young peoplemake a positive contribution as a citizen to their local community?


Activities used:


1.

2.

3.

3. Me and My Community: Focuses on the wider community and what people contribute to it


Based on the evaluation activity findings and discussions has taking part in UFA openedup more opportunities for being involved in learning in the future?


Activities used:


1.

2.

3.

Based on the evaluation activity findings and discussions has taking part in UFA openedup opportunities for being involved as Peer Tutors and Tutors in the future?


Activities used:


1.

2.

3.

Please also record any other changes that have happened for young people as a result ofbeing involved in UFA. You may have found these out from any of the questions youasked during the evaluation activities or discussions.

Changes noticed:


1.

2.

3.



Please could you ask the group you have been working with to answer the following?

The three things we like most about this project/activity are:

1.

2.

3.

The three things we don’t like about this project are:

1.

2.

3.

The three things that would make this project/activity better are:

1.

2.

3.

Activity 1 In Touch with the Paper

Activity 2 Opinion Finders

Activity 3 Graffiti Wall

Activity 4 Discussion Cards

Activity 5 Spider Diagrams

Activity 6 Planet UFA

Activity 7 Consequences

Activity 8 3 Lives

Activity 9 Bean Count

Activity 10 Make a Line

Activity 11 Highs and Lows Timeline

Activity 12 Learning Tree

Activity 13 Photo Diary/Exhibition

Activity 14 Word Bank

Activity 15 True, False, Maybe

Activity 16 Why? Why? Why?

Activity 17 Personal Timeline

Activity 18 Draw . . .

Activity 19 What Am I like?

Activity 20 Photo Journalist

Activity 21 Balloons and Weights

Activity 22 Letter to Me

Activity 23 Speech Bubbles

3. Evaluation Activities



3.1 Pick ‘n’ Mix

Use the pick ‘n’ mixplanner to help

To measure your progress, simply use an activity at

the start then repeatit later on.

To effectively evaluate something,

you need to know where you started from.

The activities in this pack can be used at the start, middle

or end of the UFA project or activity to show what has been learnt


To help you to decide what activities you need to do have a look at the table below. You don’t have to stick tothis – you can do some of the activities at the beginning, middle or the end!

Pick ‘n’ Mix Planner

Activities to do at the beginning In a group or individual?

Activity 1 In Touch with the Paper Group

Activity 5 Spider Diagrams Group

Activity 7 Consequences Group

Activity 14 Word Bank Group

Activity 19 What Am I Like? Individual

Activity 23 Speech Bubbles Individual or Group

Activities to do in the middle In a group or individual?

Activity 4 Discussion Cards Group

Activity 8 3 Lives Group

Activity 9 Bean Count Group

Activity 10 Make a Line Group

Activity 11 Highs and Lows Timeline Group

Activity 16 Why? Why? Why? Group

Activity 18 Draw Individual

Activity 20 Photo Journalist Individual or Group

Activity 21 Balloons and Weights Individual

Activities to do at the end In a group or individual?

Activity 2 Opinion Finders Group

Activity 3 Graffiti Wall Group

Activity 6 Planet UFA Group

Activity 12 Learning Tree Group or Individual

Activity 13 Photo Diary/Exhibition Group or Individual

Activity 15 True, False, Maybe Group

Activity 17 Personal Timeline Individual

Activity 22 Letter to Me Individual


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You will need some of these things when you are doing the activities – especially if you are doing them with

a group.

A folder to keep your records in after you have completed the evaluation activities. It is important to keep a

record, you will need it at the end when you complete your Evaluation Summary Form.

A plastic tub to keep everything in.

Basic Kit (always have this to hand)Blu-tak

Paper

• Flip chart paper

• White A4 paper

• White A3 paper

• Coloured paper

• Felt pens

• Marker/chunky pens

Post it notes (different sizes and colours)

Scissors x1

Stapler x1

Coloured sticky dots

Extra Kit (for some activities)Cameras – disposable, with flash

Elastic bands

Glue or double-sided tape

Scissors (1 for every 6 people)

Sketch pads A4, or other note books (for photo diaries)

Fancy KitCamera, digital (ideal – for project leader to make a record of activities)

3.2 Evaluation Kit


3.3 Evaluation ActivitiesThe following section gives you 23 different activities to choose from. Read through them and decide which willbest suit the UFA project or activity that you are involved with... or come up with your own!

Remember, the idea is that you choose activities that will help you to answer the Evaluation Questions. (Section 2.2)

3.4 Group Activities



University of the First Age Group Activities

Aim: To collect answers to questions.

Good for: Gathering opinions about the Key Questions you want to ask. This activity will probably work best for questionswhere people don’t have to think too long about their answers. Other people’s ideas spark off new thoughts.People don’t have to speak in front of others. You could use music to keep people moving.

What do you need?:Pieces of flip chart paperPensStereoDance music

Possible questions or focus for activity:Any! E.g. what am I hoping to learn from this project? Am I hoping to learn team working skills? Do I want toimprove my problem solving skills? Useful at the start of a project to find out what people want to get out of it.

Instructions:1. Write key questions or topic headings at the top of pieces of flip chart paper.2. Spread out the pieces of paper around the room.3. Play some music and dance around the pieces of paper.4. When the music stops, everyone should go to piece of paper and write an answer or their ideas

about the topic.5. When the music starts they should start dancing again.6. Make sure everyone has a chance to record an answer to each question.7. Allow time at the end for people to look at what everyone else has put.

Making a record:Keep the pieces of flip chart paper.

Power Up: Young Researcher’s Resource Pack Deborah McCahon, Youth Action Network (unpublished).

Activity 1: In Touch with the PaperNumber of people: 10-12

Time needed: 10-15 minutes


University of the First AgeGroup Activities

Aim:To collect answers to questions and to encourage people to talk. It also helps people to see that people canhave different views about things.

Good for: Difficult or embarrassing topics – people don’t have to give their views to the whole group.

What do you need?:A strip of paper for each person, with one of the questions written on itPen and paper for each personOptional – piece of flip chart paper for group summaries

Possible questions or focus for activity:Do you think the project has been worthwhile? How? Has the project taught you anything about yourself?What? Has the project changed the way you feel about yourself? In what way?

Instructions:1. Decide on 4 questions. Write one question per person on a strip of paper. Make sure there is an equal

number of each question.2. Think about your own answer to your question.3. Meet with as many people as possible and ask them your question. Write down other people's views

(there is no need to write names down). Allow 15-20 minutes for this.4. Get together with people with the same question as you, share your findings and prepare a short summary

(5 or 6 things) to report back to the group.5. Each group then reports back their findings.

Making a record:Group summaries.

Adapted from ‘The Prince’s Trust xl network: learning materials workbook’, The Prince’s Trust

Activity 2: Opinion FindersNumber of people: Small or large groups




Aim: To collect ideas (can be one word) quickly. Or you can leave the ‘wall’ up for a while so people can add to it.

Good for: Getting people to start talking about what they thought about a project or activity. People don’t have to speak infront of the group, they can write (or draw) their ideas. It's also quick and easy to do.

What do you need?:Flip chart paper (or white/black board)Marker pens or chunky felts (dark colours so they show up well)Post it notes (optional)

Possible questions or focus for activity:‘What have I learnt?’ ‘How have I changed?’ (keep the questions simple).

Instructions:1. Write your question/subject at the top of a piece of flip chart paper/white board/black board.2. Ask people to write their ideas straight on the Graffiti Wall, OR if you are going to use the ideas for another

activity, get them to write them on post it notes then you can photograph your wall, take the post its off and use them for the next activity (for example sorting into things that are good and things that are bad about a project).

Making a record:If you write straight onto your Graffiti Wall you can keep it if it's made of paper.If you use post its or a white/black board, photograph your wall or collect them as a record.

Activity introduced at ‘Introduction to Participatory Appraisal’ course, PEANuT (Participatory Evaluation and Appraisal inNewcastle upon Tyne), University of Northumbria).

Activity 3: Graffiti WallNumber of people: A group, up to 100

Time needed: 2-5 minutes per person per wall



Aim: Encourage people to talk about a topic.

Good for: Helps you keep to the point. Works with a wide age range.

What do you need?:CardPen

Possible questions or focus for activity:What skills have I learnt? How do I feel about learning?

Instructions:1. You simply write down the start of a sentence onto a piece of card, and ask group members to complete

the sentence. For example:• I would get more involved but…• I am worried about learning new things because…• I think it is important to be a good teamworker because…

2. When using discussion cards it is useful to put all the cards in the middle and ask individuals to pick up the cards they want to respond to. Others can then pick up the same card and put across their point of view.

3. You could then get the group to complete statements in advance, and simply ask them to read out the responses and people in the group can comment.

Making a record:You might want to tape record the session or make notes.

Power Up: Young Researcher’s Resource Pack Deborah McCahon, Youth Action Network (unpublished)

Activity 4: Discussion CardsNumber of people: Small to medium group




Aim: To record good things and bad things about a project or activity and encourage people to talk.

Good for: Gathering honest views about a project/activity if the group is large and people are nervous about talking. This isgood because it feels safer to work in small groups.

What do you need?:PensPaper

Possible questions or focus for activity:What did you think this project will be like? What did you learn that was interesting/not so interesting? Whatsubjects did you find easy/not so easy?

Instructions:1. Ask each group to draw a picture of a spider in the middle of their piece of paper.2. Give each group a theme, for example, the project, what topics they learnt about.3. Ask them to write the things that worry them about the topic or project on the left of the spider. Then ask

them to write the things they are confident/not worried about on the right of the spider. Depending on the theme it can be useful to write each thing on a post it note, until the group can't think of any more things. Then they can decide together which things go on the left and which on the right.

4. Get each group to feedback to the whole group their responses and record the discussion, disagreements etc.5. You might like to ask people to write down the reasons why they are worried or confident about something

along the legs of the spider.

Making a record:Each group produces their own record which could be kept if you ask permission beforehand.

Adapted from Power Up: Young Researcher's Resource Pack Deborah McCahon, Youth Action Network (unpublished)

Activity 5: Spider DiagramsNumber of people: Small groups (between 2 and 4 people)

Time needed: 15-30 minutes depending on the amount of discussion



Aim: The idea is that you compare your project or activity with something different to it, usually an object, a personor a place. You imagine or picture your ‘something’ in your mind, then use it to explore your ideas and feelingsabout your subject. This kind of question is called a ‘projective question’.

Good for: Exploring inner thoughts, feelings and understanding about the UFA. Thinking about the UFA in this way can givepeople the confidence to say what they really think.

What do you need?:Some imagination!Paper and pens to make a note of people’s answers.

Possible questions or focus for activity:You can use any question. For example, if UFA was a car what would it be? If today was an animal, what animalwould it be?

Instructions:1. It’s a good idea to practice this technique before using it with your key question, as it is important that

everybody in the group understands how it works. This may need a few practice questions such as:• If the UFA were a famous person which famous person would it be and why?• If the UFA were a room in the house which room in the house would it be and why?• If the UFA were a piece of furniture in that room, what would it be and why?

2. Now for the evaluation question, get into groups of no more than 12 people.3. Discuss the following question: ‘Imagine that scientists have just discovered ‘Planet UFA’. What would you

expect to find there? Why?’4. Someone will need to take notes of the answers, it’s important to include the reasons why. Instead of taking

notes you might like to draw a planet on large paper and write, draw or stick pictures on it – again rememberto record why you have put things on the planet.

Making a record:Keep your notes/planet picture.

Activity 6: Planet UFANumber of people: Small to medium group – maximum 12




Aim: To encourage people to discuss a topic, get group members to write a story, but only one line at a time. Clearlyintroduce your topic and give everyone a pen and a piece of paper.

Good for: Getting people talking – even if they are only reading out other people's scripts. It is very amusing. It doesn’t putpeople on the spot.

What do you need?:PensPaper

Possible questions or focus for activity:My first day at the UFA project.

Instructions:1. Ask individuals to write a script involving two people and what they would say about your topic. What people

write is not read out until the very end. Ask them to write down the first person in their storyFold the paper so others can’t read it and pass it onThen write down the second person in their storyFold the paper so others can't read it and pass it onWrite what the first person would sayFold the paper so others can’t read it and pass it onWrite what the second person would sayFold the paper so others can’t read it and pass it onWrite what the consequence would beEtc… until you come to the bottom of the page.

2. Read out the story in front of them.3. You might want to develop the discussion into a more serious debate about consequences of actions and how

to improve things.

Making a record:Keep stories, make notes of discussion, record discussion.

Adapted from Power Up: Young Researcher's Resource Pack Deborah McCahon, Youth Action Network (unpublished)

Activity 7: ConsequencesNumber of people: Small to medium group




Aim:To make sure that everyone has a chance to talk instead of one person in the group doing all the talking!

Good for: Topics that need more lengthy discussion, or where people might have different opinions or experiences.

What do you need?:Cotton buds/beads or other tokensSomething to collect the tokens in

Possible questions or focus for activity:Any!

Instructions:1. Ask everyone to sit in a circle. 2. Everyone gets a certain number (say 3) lives or tokens. 3. To talk they have to give up a life. Used lives should be collected in a container as you go along.

You may want to put some ‘rules’ on lives e.g. – if someone says a lot that uses 2 lives, talking to a neighbourcounts as a life.

Making a record:You might want to tape record the session or make notes.

Source: Dynamix Ltd Participation: Spice it up!

Activity 8: 3 LivesNumber of people: Small, medium or large group

Time needed: Depends on the number of people – allow 2 minutes for each person in the group to do the talking!



Aim: To see which option is the most popular.

Good for: Getting a feeling for what most people in the group think about a topic. Deciding on an option to take up. Takingother ideas on board – people don't always end up voting for their own idea.

What do you need?:Flip chart paperPost it notesColoured sticky dots cut into strips of 6 dots (or more depending on the number of options you have to votefor)

Making a record:It is easier to make a lasting record if an album is used You could ask questions like “What are your threefavourite activities?” “What skills have you learnt?” “What do you want to learn next week?”

Instructions:1. Write your question at the top of a piece of flip chart paper.2. Give each person 3 post it notes. Ask them to write one idea/thing per post it note and stick it onto the

flip chart paper.3. While the group is busy doing something else, stick the post it notes in a column down the side of the paper

– you may need two columns – leave a space between the columns. If there is more than one post it note with the same thing, stick them on top of each other. Get a chunky pen and divide the flip chart paper up to make a grid, so that each post it note has a clearly defined voting space.

4. Give everyone 6 sticky dots and ask them to vote for their 3 preferred options, sharing their dots between their 3 options however they want.

Activity 9: Bean CountNumber of people: Small or medium group


What do you want to learn next week?

Post its in this column Votes in this column Post its in this column Votes in this column



Variations:You can vary the voting rules and number of dots per person, depending on how many options there are:

• You might want to decide on the options yourself – this is good if you want to evaluate specific aspects of something – draw them on a piece of flip chart paper

• Put at least 1 dot by each option• If they don’t like an option they can put 0 dots

Making a record:Take a photo or keep the bean count rolled up with the post it notes on the inside of the roll.

Activity introduced at ‘Introduction to Participatory Appraisal’ course, PEANuT (Participatory Evaluation and Appraisal inNewcastle upon Tyne), University of Northumbria.



Aim: People stand in a line depending on what they think about a project or activity, for example, people at one endthink something is good; people at the other end think it is bad.

Good for: A quick way of finding out what people think about a lot of different things.

What do you need?:Pen and paper to take notes if you want to make a record.

Possible questions or focus for activity:How much did you enjoy your lunch today? How much did you like the outdoor activities?

Instructions:1. Volunteers need to take it in turns to shout out questions.2. You simply get into line according to your answer e.g. 1-10 scale. 3. You can talk or use mime to get into line.4. It is helpful to have markers (e.g. chairs) at each end of the line if you are using the line as a rating scale.

To get extra information you could go along the line asking people to give a reason for their choice.

Making a record:You could take a photo of the line.Make a note of how many people are at certain points on the line.

Activity 10: Make a LineNumber of people: Medium group

Time needed: 10-15 minutes, depending on number of questions



Aim: To record how people feel about a subject/themselves over the course of the project.

Good for: Keeping an ongoing record of feelings about a subject. This helps to show how people have developed during aproject or course.

What do you need?:A roll of paper with a timeline divided into chunks of ‘project time’ e.g. weekly meetings or key eventsColoured stickers or pens – 4 or 5 different colours

Possible questions or focus for activity:How do I feel about myself today? How well did I understand today? How pleased am I with what I have donetoday? Did I have fun today?Or there might be a specific activity you want to measure.

Instructions:1. Agree one key question with the group and agree on a different colour sticky dot/ pen for each point on the

scale. Suggested scales:• Very Bad; Bad; Good; Very Good• Not important at all; Not very important; Important; Very important

2. At the end of each session, people should put the colour which represents how they feel on the timeline.

Making a record:Keep your timeline.

Activity 11: Highs and Lows TimelineNumber of people: Small or medium group

Time needed: 2 minutes each day/week



Aim: To think about what you have learnt and how your skills have ‘grown’ during the project.

Good for: Showing what skills you have learnt during the project.

What do you need?:Flip chart paper for a group tree or A3 paper for individual trees; Felt pens; Marker/chunky pen to draw tree

Possible questions or focus for activity:What have I learnt? How do I feel about the things I have learnt?

Instructions:1. Draw a tree with a trunk, roots and branches. 2. The trunk is the UFA project or activity.3. Write on the roots what you wanted to learn from the project.4. Write on the branches are what you have learnt.5. You can add some ‘fruit’ to the branches and write how you feel about your new skills inside the fruit.

Making a record:Keep the rolled up sheet if you have used A3 paper or ask people if you can collect up their individual sheets.

Activity 12: Learning TreeNumber of people: Individual or small to medium group

Time needed: 15-20 minutes then 5-10 minutes each week



Aim:To use pictures to show what is good or not so good about a project or activity.

Good for: Getting people to think and talk about the photos they have taken. Showing to people outside the group andmaking them aware of the project.

What do you need?:Photos taken by the groupPhoto album/sketch book or display boards (a table top will do for a display if you are really short of time/resources)Double-sided sticky tape/glue for fixing photos in diaryPen and paper for captions.

Possible questions or focus for activity: What has the project/activity meant to me? What have I enjoyed/not enjoyed? What have I got out of theproject?

Instructions:

Photo Diary:People simply take photos of project activities and people through the course of the project, and choose photosto stick in a sketch book. The diaries should be a mixture of photos with personal meanings and a record of theproject. Write captions for, or notes about the photos.

Exhibition:1. Write captions for the photos, e.g.:

a. This is a photo of… It shows…b. This is a photo of… It shows…c. I took this because…

2. Organise your photos into a display, on boards or in a photo album.3. The group may want to vote for the best and worst photo, or the thing that needs improving most, or pick

the photo that sums up the project for them.4. Invite people to look at your exhibition!

Making a record:It is easier to make a lasting record if an album is used.

Activity 13: Photo Diary/ExhibitionNumber of people: Individual activity or whole group

Time needed: 5-10 minutes a session or 20-30 minutes a week



Aim: To think about what you have learnt from being involved with this UFA project/activity.

Good for: Showing how you felt about different activities during the project.

What do you need?Lots of separate pieces of paper with words on (see examples from the word bank below)Felt pens Some blank pieces of paper

Possible questions or focus for activity:How did I feel when I started the project/activity? How do I feel now?

Instructions:Use a ‘word bank’ for people to choose from to reflect on their learning from the activity/project. Write eachword on a separate piece of paper and then ask people to choose three that apply to them and say why. You could also ask groups to do this and then ask them to present what the group agrees are the most suitable words.

Include some blanks for people to add their own words if they want to.

You can decide which words you want in your word bank – here are some that you could use:

Activity 14: Word BankNumber of people: Small to medium group


interested

excited

nervous

impatient

uncertain

worried

annoyed

entertained

tired

frightened

bored

uncomfortable

enthusiastic

determined

safe

curious

confused

pleased

disappointed

confident

happy

miserable

self-conscious

thoughtful

satisfied

challenged

sad

Making a record:Make notes of the words people choose.



Aim:To think about what you have learnt from being involved with this UFA project/activity.

Good for: Getting your views across without having to speak in a group.

What do you need?Lots of separate pieces of paperFelt pensThree bins or boxes

Possible questions or focus for activity:I understand how I learn – true, false or maybe?

Instructions:This is a bit like doing a questionnaire with a difference. Instead of circling your answers as you might do on asurvey or questionnaire you put your statement in one of three bins!Decide on the statements you would like people to respond to and ask them to write them on small pieces ofpaper/post its and put each into one of three bins labeled ‘true’, ‘false’ and ‘maybe’. Or you could label the bins ‘always’, ‘sometimes’ and ‘never’.

For example:I understand how I learnI feel my views are listened toI can work alongside othersI can help others even when I need help myselfI can keep going even if I get things wrong

The results could then be discussed in the group.

Variation:You could ask people to think about their learning or their experience of the activity and then write down theirown statements and then put them in the bins.

Making a record:Empty the bins after each question and take a record of what people have written.

Activity 15: True, False, MaybeNumber of people: Small to medium group



Aim:To get people thinking about why they have given an answer to a question.

Good for: You can use this alongside other activities. It also works with other question words for example: ‘How?’, which isgood for working towards solutions to problems.

What do you need?:Flip chart paperFelt pens

Possible questions or focus for activity:What is good/bad about a project or activity?

Instructions:1. Have your flip chart paper laid out/displayed on the wall in landscape format. 2. Write your question or scenario at the centre of the left hand side of the paper.3. Ask Why? And build up a tree diagram, asking why at each point of the tree. 4. Encourage people to give more than one reason why at each point of the tree. Keep going until everyone

runs out of ideas.5. Move on to looking at solutions if appropriate.

Making a record:Keep your flip chart paper.

Activity introduced at ‘Introduction to Participatory Appraisal’ course, PEANuT (Participatory Evaluation and Appraisal inNewcastle upon Tyne), University of Northumbria

Activity 16: Why? Why? Why?Number of people: Small group

Time needed: depends on the question – 5-20 minutes.

What do you like about UFA?

It’s Fun

New Friends

Good Activities

Team Work

PlanningActivities

Sharing Ideas

ExcitingLearnt New?

Interesting

Presentations

Learning Together

Group ActivitiesUniversity of the First Age

3.5 Individual Activities



University of the First Age Individuals Activities

Aim: To draw a timeline to identify important events within a certain length of time.

Good for: A useful way to get people thinking about key events in their life/how they became involved with UFA. It getspeople reflecting on what is important to them and what makes them special. It is also a way of sharing commonor different experiences.

What do you need?:Pieces of flip chart paperPensStereoDance music

Possible questions or focus for activity:How/why did you join this this project?

Instructions:1. Decide on the time frame you want to think about – this can be from birth, the last year, the duration of the

project etc. 2. Explain that everyone will share their timeline with the group or in pairs, so they should only put things on

the timeline they are happy to talk about.3. Ask people to draw their timeline to show how they got to where they are today ending with this session.4. Encourage them to be creative – they can draw their line however they like – but don't prompt them. (Some

people will draw a straight line, others a circle, or a line with ups and downs reflecting how they felt, or a series of pictures linked together). If they ask “Can I do . . .” answer, “yes if you want!” Don’t prompt them about what to put on their line, as people will naturally put down what is important to them.

Making a record:Keep your timelines.


Activity 17: Personal TimelineNumber of people: Individual activity



Individual Activities University of the First Age

Aim: To draw a concept or idea.

Good for: Making people think through their ideas, finding out about people's understanding of something.

What do you need?:Flip chart paper for a group or A4/A3 paper for individualsFelt pensPost it notes

Possible questions or focus for activity:‘Draw confidence’

Instructions:Let people know that they are going to share their drawing with other people.This can be done individually but works well as a small group activity, as people get into discussing ideas of howto represent things and why they have chosen to draw things.

Variations:This activity could be done at the beginning and then also at the end of a session to get people to think abouthow they have changed.You could ask people to draw how confident they feel.

Making a record:Keep your drawings.


Activity 18: Draw . . .Number of people: Individual activity

Time needed: Depends how into drawing you are! 20 minutes.


University of the First Age Individuals Activities

Aim: To record how people see themselves.

Good for: Allowing a person to think about their strengths and weaknesses privately. Reflecting on and recording changes.

What do you need?:Pen‘What am I Like?’ resource sheet

Possible questions or focus for activity:Focus on specific skills relevant to your project or general personal development.

Instructions:See resource sheet ‘What am I Like?’You could add statements or use a blank version for the group to add their own statements.

Making a record:Keep completed ‘What am I Like?’ resource sheets.


Activity 19: What Am I Like?Number of people: Individual activity

Time needed: 15 minutes x 3


What Am I Like? Resource Sheet

What Am I Like?

Choose which code is true for each statement and complete one column1 = almost always 2 = some of the time 3 = not often 4 = never

Start of project Middle of project End of project


E.g. I keep on going even when things get hard


University of the First Age Individual Activities

Aim: Take photos to make a record and act as a starting point for discussion. Photos should have personal meaningsalthough some might just be a record of the project activities.

Good for: Fun and creativity! A picture tells a thousand words . . . or at least is a good focus for discussion.

What do you need?:Camera – any kind will do, including a disposable (with flash). Digital is most flexible, disposables are worry free.Pen and paper

Possible questions or focus for activity:What was the project about? Best and worst things about the project.

Instructions:The photos can be taken in small groups of 2-3 or by individuals.

The steps below help if a group is sharing a camera:1. Divide a piece of lined paper into three columns:

• the number of the photo (from the film or the digital camera)• the name of the person who took the photo • a � for good or � (for bad (if applicable) or space to write other notes about why they took the photo

2. Each person has a turn with the camera, and takes a photo of something good and something bad about the project or activity.

3. Once the photos have been developed/printed, check against your list and write the person’s name and a � or � (on the back of the photos (don’t use biro as it will mark the photo).

You may want to discuss the photos as a group – for example can some things be bad from one point of viewand good from another?

Making a record:Make notes of what people say.See Photo Diary/Exhibition for next steps . . .

Activity 20: Photo JournalistNumber of people: Individual or small group shares a camera

Time needed: 20-30 minutes or a few minutes as and when.


Individual Activities University of the First Age

Aim: To think about problems or wishes and how to overcome them.

Good for: Reflecting on personal development part way through a project. Thinking of solutions at the end of a project.

What do you need?:PensPaperPrompt card

Possible questions or focus for activity:To reflect on personal development and future goals. To identify areas for improvement in how the project is organised.

Instructions:1. Through group discussion or thinking to yourself (with eyes closed), go over what happened on a typical or

key day in the project, or what you have learnt from an activity. . . Now close your eyes and imagine the day or activity happening again, how you want it to be. Think about any improvements you would make.

2. Draw 3 balloons. These are wishes for the future – write or draw a wish in each balloon.3. Draw a weight on the end of each balloon. These are things that would stop your wish from happening.4. Share your balloons with one person. Talk about:

• How could you make the weights lighter? • Is there a way to get rid of them altogether? • Which balloon is most important? • Which one balloon would make the most difference to you?

Making a record:Keep your balloons and look at them again in the future.

Adapted from Guided Visualisation, Participation Works! 21 techniques of community participation for the 21st Century,New Economics Foundation with members of the UK Community Participation Network

Activity 21: Balloons and WeightsNumber of people: Individuals then pairs



University of the First Age Individual Activities

Aim: To think about what worked well in an activity.

Good for: Helping people to think about what they have gained from an activity.

What do you need?:Pen and paperEnvelopes

Possible questions or focus for activity:What have I learnt? How do I feel about the things I have learnt?

Instructions:1. Write a letter to yourself.2. You could use prompts such as ‘Today I learnt...’ ‘Today I felt good when...’ ‘My favourite part was...’ ‘I think

today will help me to...’3. Sign the letter and address it to yourself.4. Ask permission to read the letters out to the rest of the group.5. Let people seal the letters into envelopes if they want to.6. Collect the letters in.7. Pass the letters back to people in a couple of weeks to let them look back over what they wrote and to

check if they want to add anything else.

Making a record:Ask if it is OK to keep a copy of the letters.

Activity 22: Letter To MeNumber of people: Individual or group activity



Individuals Activities University of the First Age

Aim: To see what you hope to get, or did get out of an event.

Good for: The beginning of an activity/event to help people to think about what they hope they will get out of it or at theend to help them to think what they have achieved.

What do you need?:Pen and paper

Possible questions or focus for activity:Why have I come along to this? What do I want to learn from this? What have I learnt from this? What have Igot from coming here today?

Instructions:1. Ask people to draw a speech bubble on their sheet of paper2. If it is at the beginning of your event, ask people to write in the bubble what they are hoping to learn3. If it is at the end of the event, ask people to write what they have got out of the event4. Ask people if they would like to share what they have written with the rest of the group.

Making a record:Make notes or keep a copy

Activity 23: Speech BubblesNumber of people: Individual or group activity


University of the First Age, St Paul's Cottages, 59/60 Water Street, Birmingham B3 1EP

Phone: 0121 212 9838 Fax: 0121 212 9858E-mail: [email protected] Website: www.ufa.org.uk

Charity Number: 1061308

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