PEMS + (Personal, Environmental, Motivational and Social) Evaluation ToolPEMS + is an evaluation tool used to chart individual young people’s change in knowledge, understanding and attitudes over a programme. It is based on a rubric and this can be adapted and improved over time. The corresponding spreadsheet allows data to be entered for a group of students and for it to be automatically organised and presented into student specific pages with graphs.

Top Tips Choose a limited number of pupils per staff member – ensuring that this represents your cohort of

pupils and specific pupils - where you are keen to track impact (eg. CLA or for Pupil Premium) Start with a discussion about how school staff and any visiting practitioners will use the evaluation

tool If the words don’t ‘fit’ then judge an appropriate value and make a note in the comments section.

The wording can be improved over time to meet your needs and the focus of your intended impact The professional dialogue between school staff and visiting/other practitioners is key – often

different colleagues notice different qualities/challenges in the pupils they are working with Make separate judgements for each of the sections eg. A pupil may be very motivated and show

advanced skills/application in one area, but be unable to work effectively with others. This means they may score highly in P (personal) and M (motivational) but low in S (social).

The tool can help us all to adapt activities to pupils (formative) and notice where we may offer targeted, additional support for individuals - please do share your thoughts across the programme team

The tool may be used both in school and beyond. It could also be used during follow-up sessions or to demonstrate impact or patterns of outcomes. We are keen to hear whether you feel it is a useful tool.

Personal – how a person is regarding self and authority 1) Disrespectful; negative; confrontational; no responsibility taken for self or others; no self-control2) Acts as if rules do not apply to them; tries to manipulate others; poor judgements made; poor self-control. 3) Avoids interaction (negative or positive); lacks confidence; easily led; avoids making decisions; nervous in new situations (or Not 2 or 4, use 3)4) Responsible; listens to advice; reflects on situation; shows self-development; makes well-informed judgements/decisions; self-controlled in most situations5) Quietly confident; positive; respectful; informed decisions made; self-controlled even in challenging situations, takes responsibility for self and not letting others down.Use .5 if between 2 figures and ‘No’ if absolutely not applicable (with note in comments section)

Environmental stewardship – how a person is regarding the environment 1) Destroys the environment and/or resources deliberately, blatantly and without remorse, consumer 2) Seems unaware of value of living/material things, throws down tools, loses things repeatedly, damages habitat at random, consumer 3) Only damages the environment or resources due to lack of skill or knowledge, no consideration given to wider impacts (or Not 2 or 4, use 3) 4) Cares for the immediate environment, considers wider impact of actions, indications of a prosumer 5) Cares for the immediate environment, uses limited resources wisely, aware of wider environmental impacts of actions, a prosumer (or an aspiring prosumer)

Developed for the ACEWild Erasmus+ project. Based on the RESPECT measure from Burnworthy Centre, Somerset, and further adapted from the PEMS Behaviour Measure designed by Bishopswood Centre, Worcestershire. For more information about the Tool or the Erasmus + ACEWild programme, please see the website; www.acewild.eu and make contact with the appropriate country lead.

Motivation & Aspiration - how a person is regarding tasks 1) Completely disinterested in work throughout session; sees no value in task; views task as pointless 2) Mostly off-task, avoids work but observes, non-confrontational, low aspirations, little desire to achieve,

approaches task with fixed mindset 3) Mostly compliant but needs lots of persuasion and encouragement; inconsistent effort; gives up quite easily; little

determination (or Not 2 or 4, use 3) 4) Willing, on task, contributes, persists, tries again, learns from failure, recognises that there are valuable learning

opportunities in most tasks 5) Enthusiastic, listens to advice, high aspirations, determined to achieve goals, makes the most of all opportunities,

recognises worth of education and training, approaches task with growth mindset

+ Enterprise & Initiative – how a person is regarding enterprise 1) Relies on others to solve problems; comes unprepared; disorganised; can’t cope with change; acts rashly without

thinking 2) Solves problem but without creative thinking or questioning; relies on others for support and guidance; poor

organisation; reacts negatively to change 3) Solves problem oneself; uncomfortable if change occurs; not prepared to take the lead; lacks initiative (or Not 2 or 4, use 3) 4) Ask questions, demonstrates creative solutions to problems, resourceful, adaptable 5) Well-organised, asks probing questions, responsible, shows initiative, finds innovative solutions (perhaps including effective use of technology), prepared to take the lead, adaptable Use .5 if between 2 figures and ‘No’ if absolutely not applicable (with note in comments section)