Overall Assessment (687 Evaluations)
The students, teachers and innovators who attended the Youth Challenges
gave this overall rating to the days:
| Total | Excellent | Very Good | Good | Fair | Poor |
| Number | 344 | 408 | 131 | 17 | 1 |
| Percentage | 38% | 46% | 14% | 2% | 0% |
| Excellent | Very Good | Good | Fair | Poor | |
| Student | 270 (34%) | 375 (47%) | 129 (16%) | 17 (2%) | 1 (0%) |
| Teacher | 76 (68%) | 33 (30%) | 2 (2%) | 0 (0%) | 0 (0%) |
The Youth Challenge program is clearly a popular and enjoyable one for students and teachers.
The day is made up of several sessions, where we show participants specially made video and CD-ROM programs that help them understand the key elements of the day.
Explanation of the day
Participants were asked to complete an evaluation form on the day. This
asked for their rating of the key elements of the program, as well as a number
of specific criteria.
903 evaluations were received.
| Element | Excellent | Very Good | Good | Fair | Poor |
| Explanation of the day | 151 (17%) | 347 (38%) | 337 (37%) | 42 (5%) | 2 (0%) |
The introduction made sure that students were clear on the process and requirements of the day.
55% rated it Excellent or Very Good.
History Mysteries Quiz / Meet the Historian
| Element | Excellent | Very Good | Good | Fair | Poor |
| Meet the Historian | 190 (28%) | 284 (42%) | 182 (27%) | 21 (3%) | 1 (0%) |
Many students rated this session as one of their favourite components of the day.
70% rated it Excellent or Very Good.
Video - Introducting History Mysteries
| Element | Excellent | Very Good | Good | Fair | Poor |
| Video - Introducing History Mysteries | 205 (23%) | 343 (38%) | 306 (34%) | 42 (5%) | 6 (1%) |
61% rated the video element Excellent or Very Good.
Ghost Town Computer Decision Maker
| Element | Excellent | Very Good | Good | Fair | Poor |
| Computer Decision Maker | 403 (44%) | 271 (30%) | 167 (18%) | 50 (6%) | 11 (1%) |
This was by far the most popular presentation element of the program, and many teachers requested a copy of the activity for them to use in their own classrooms.
74% rated it Excellent or Very Good.
Video - The Bombing of Darwin
| Element | Excellent | Very Good | Good | Fair | Poor |
| Video - The Bombing of Darwin | 202 (22%) | 341 (38%) | 303 (33%) | 46 (5%) | 6 (1%) |
Students take this broad information with them into the workshops to tackle particular elements of the bombing in their groups.
60% rated this element as Excellent or Very Good
Workshops
| Element | Excellent | Very Good | Good | Fair | Poor |
| Workshops | 277 (30%) | 343 (38%) | 224 (25%) | 50 (6%) | 14 (1%) |
Students were placed in mixed workshop groups, and taken through some 'ice breaker'
activities. Students had to role play their findings to the others, rather than
just explain them.
68% of participants rated their workshop group experience as Excellent or Very
Good.
Role Play Presentations
| Element | Excellent | Very Good | Good | Fair | Poor |
| Role Play Presentations | 414 (46%) | 285 (31%) | 156 (17%) | 37 (4%) | 17 (2%) |
This was the single most enjoyed part of the day by students. They had to present their workshop findings to the whole audience in a role play format.
77% rated this Excellent or Very Good.
Increasing Awareness of the NMA
| Element | Excellent | Very Good | Good | Fair | Poor |
| Increasing Awareness of the NMA | 142 (16%) | 319 (35%) | 323 (36%) | 97 (11%) | 9 (1%) |
Although the Challenge was focused on a non-NMA issue (the bombing of Darwin)
the NMA provided evidence, objects and up-front personnel during the Challenge.
This element was rated Excellent or Very Good by 51% of the students.
Understanding of the bombing of Darwin
| Element | Excellent | Very Good | Good | Fair | Poor |
| Increasing your understanding of the bombing of Darwin | 494 (54%) | 312 (34%) | 101 (11%) | 6 (0%) | 3 (0%) |
This was by far the criterion that rated best. Students, having been taken through a variety of activities using a variety of resources, felt very positive about this outcome.
88% rated this Excellent or Very Good.
History Mysteries in your community
| Element | Excellent | Very Good | Good | Fair | Poor |
| History Mysteries in your community | 207 (23%) | 350 (39%) | 290 (32%) | 62 (7%) | 5 (1%) |
The emphasis here was on stressing to students during the course of the day that
while they were exploring one particular national question, they could see opportunities
for themselves to study aspects of their own community's past.
62% received this message at a high level of understanding.
Skills and processes of history
| Element | Excellent | Very Good | Good | Fair | Poor |
| Skills and processes of history | 241 (27%) | 377 (41%) | 243 (27%) | 40 (4%) | 3 (0%) |
This criterion asked participants to comment on the degree to which they felt that the skills and processes they were working through in the Darwin case study could be used in their own investigations in their communities — that the skills and processes were transferable, and not restricted to the day's activities.
68% received this message at a high level of appreciation.
Forum for meeting and discussing
| Element | Excellent | Very Good | Good | Fair | Poor |
| Forum for meeting and discussing | 393 (43%) | 305 (34%) | 170 (19%) | 23 (3%) | 10 (1%) |
This criterion relates to the process of the day in bringing students together from a range of schools, and taking them through a process designed to allow them to discuss a new issue with their peers in a confident and meaningful way.
77% rated it Excellent or Very Good in its effectiveness in achieving this aim, and 96% as successful overall (Good and above).
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