Community Impact Feedback Questionnaire (CIFQ)
The Community Impact Feedback Questionnaire (CIFQ) was developed to allow service-learning teachers to assess the impact of their service-learning project on the community, particularly in the Hong Kong and East Asian contexts. It is a 22-item assessment tool adopting a 10-point Likert scale, self-reported by partnered organisation's representative(s) immediately after the service-learning project.
The primary objective of the CIFQ is to serve as a standardized and reliable assessment tool for measuring the extent to which a service-learning project is perceived to have various kinds of community impact. The CIFQ is also designed to capture community impacts from the service recipients’ perspective, via the partnered organization(s) as the service recipients' proxy. A fuller picture of the community impacts arising from service-learning can help inform how to further advance this experiential learning methodology, and how to derive further benefits for partnered organization(s) and the wider community.
The scale covers the following domains:
- Achieving project goals to further the partnered organisation’s mission
- Augmenting resources of the partnered organisation
- Acquiring knowledge, insights, ideas and technique
- Impact for service recipients
- Overall assessment
English version Online Version (Microsoft Forms)
You can learn more about the process of how the CIFQ was developed and validated, how the CIFQ should be administered and scored, and how its results can be interpreted at the user manual here.
The development of the CIFQ was funded by the University Grants Council as part of the project "Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions" (PolyU4/T&L/16-19), which aims at enhancing and supporting the development of service-learning as an effective pedagogical strategy. This project is a cross-institutional effort involving The Hong Kong Polytechnic University, Lingnan University, Hong Kong Baptist University, and The Education University of Hong Kong. In particular, the development of the CIFQ is the result of a collective effort from the above universities, in partnership with experienced community organizations, and involved a rigorous development and validation process.