Methodologically, evaluation questions focus on varied assessment types. The following list is not exhaustive nor mutually exclusive but provides a framework for thinking about what kind of evaluation you are doing and what generic evaluation questions you may need to ask. Needs assessment , or identifying the surrounding social conditions and need for a program.
These questions identify and support the problem that the intervention hopes to address. If the problem is not identifiable by stakeholder communities, projects addressing it will not be successful. Needs assessment evaluation questions may include focus on the significance of the problem, drawing on literature, previous projects, and baseline data with potential stakeholders. Some sample questions are:. Program theory assessment , or identifying how the program intends to address the problem.
Programs that are already running should have a theory of change, or how they think their intervention will lead to the stated outcome, objective, goal, or impact they hope to see. Program theory assessment evaluation questions should focus on this theory of change to see if there are gaps in logical connections or inaccurate assumptions. Process evaluation , or how the program addresses the problem, what it does, what the program services are and how the program operates. Process evaluation questions focus on how a program is working, program performance, and involve extensive monitoring.
Similarly, formative evaluation questions look at whether program activities occur according to plan or the project is achieving its goals while it is underway. The evaluation questions may also be used in summative evaluations which focus on what happened after the program or project completed, i.
And what can be learned? Assessment of efficiency , or how cost-effective is the program. Sample questions are:. According to Owen and Rogers , there are three levels of evaluation questions at this stage in project planning:. The best questions must be developed with stakeholders in the evaluation, including program staff, sponsors and funders, local and regional decision-makers within and outside the program, and community representatives, when the community in which the evaluation or project will be carried out has already been identified.
The evaluator consults with all accessible stakeholders to develop specific questions that the evaluation will seek to answer. According to Rossi, Freeman, and Lipsey , evaluation questions must be:. Evaluation: A Systematic Approach, 6th Edition. In the evaluation process first step is to determine what to evaluation, i. What kind of abilities and skills should be developed when a pupil studies, say, Mathematics, for one year?
What type of understanding should be developed in the pupil who learns his mother tongue? Unless the teacher identifies and states the objectives, these questions will remain unanswered. The process of identifying and defining educational objectives is a complex one; there is no simple or single procedure which suits all teachers.
Some prefer to begin with the course content, some with general aims, and some with lists of objectives suggested by curriculum experts in the area. While stating the objectives, therefore, we can successfully focus our attention on the product i. It has been said that learning is the modification of behaviour in a desirable direction. Changes in behaviour are an indication of learning. These changes, arising out of classroom instruction, are known as the learning outcome.
What type of learning outcome is expected from a student after he has undergone the teaching-learning process is the first and foremost concern of the teacher. This is possible only when the teacher identifies and defines the objectives in terms of behavioural changes, i. These specific objectives will provide direction to teaching-learning process. Not only that it will also be useful in planning and organising the learning activities, and in planning and organising evaluation procedures too.
Thus, specific objectives determine two things; one, the various types of learning situations to be provided by the class teacher 10 his pupils and second, the method to be employed to evaluate both—the objectives and the learning experiences.
The next step in the process of evaluation is to select teaching points through which the objectives can be realised. Once the objectives are set up, the next step is to decide the content curriculum, syllabus, course to help in the realisation of objectives. For the teachers, the objectives and courses of school subjects are ready at hand. His job is to analyse the content of the subject matter into teaching points and to find out what specific objectives can be adequately realised through the introduction of those teaching points.
In the fourth step, the teacher will have to plan the learning activities to be provided to the pupils and, at the same time, bear two things in mind—the objectives as well as teaching points. The process then becomes three dimensional, the three co-ordinates being objectives, teaching points and learning activities.
The teacher gets the objectives and content readymade. He is completely free to select the type of learning activities. He may employ the analytico-synthetic method; he may utilise the inducto-deductive reasoning; he may employ the experimental method or a demonstration method; or he may put a pupil in the position of a discoverer; he may employ the lecture method; or he may ask the pupils to divide into groups and to do a sort of group work followed by a general discussion; and so on.
One thing he has to remember is that he should select only such activities as will make it possible for him to realise his objectives. In the fifth step, the teacher observes and measures the changes in the behaviour of his pupils through testing.
This step adds one more dimension to the evaluation process. While testing, he will keep in mind three things-objectives, teaching points and learning activities; but his focus will be on the attainment of objectives. This he cannot do without enlisting the teaching points and planning learning activities of his pupils.
Here the teacher will construct a test by making the maximum use of the teaching points already introduced in the class and the learning experiences already acquired by his pupils. He may plan for an oral lest or a written test; he may administer an essay type test or an objective type of lest; or he may arrange a practical test.
The last, but not the least, important step in the evaluation process is the use of results as feedback. If the teacher, after testing his pupils, finds that the objectives have not been realised to a great extent, he will use the results in reconsidering the objectives and in organising the learning activities.
He will retrace his steps to find out the drawbacks in the objectives or in the learning activities he has provided for his students. This is known as feedback. Whatever results the teacher gets after testing his pupils should be utilised for the betterment of the students. Evaluation plays a vital role in teaching learning experiences. It is an integral part of the instructional programmes. We are to stick to the basic function of evaluation which is required to be practiced for pupil and his learning processes.
It also helps to select pupils for higher studies, for different vocations and specialised courses. A planned evaluation helps a teacher in deciding and developing the ways, methods, techniques of teaching.
Which helps to improve instruction and to plan appropriate and adequate techniques of instruction. Evaluation has to diagnose the weak points in the school programme as well as weakness of the students. The aptitude, interest and intelligence are also to be recognised in each individual child so that he may be energised towards a right direction.
Helps a teacher to know the children in details and to provide necessary educational, vocational and personal guidance. Assists in the modification and improvement of the teaching strategies and learning experiences. Placement evaluation is designed to place the right person in the right place.
It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation. In other words the main goal of such evaluation is to determine the level or position of the child in the instructional sequence.
Then we prepare or place the students for planned instruction for their better prospects. When a pupil is to undertake a new instruction, it is essential to know the answer of the following questions:.
We get the answer to all the probable questions by using a variety of tests, self report inventories, observational techniques, case study, attitude test and achievement tests. Sometimes past experiences, which inspire for present learning also lead to the further placement in a better position or admission. This type of evaluation is helpful for admission of pupils into a new course of instruction.
Formative evaluation is used to monitor the learning progress of students during the period of instruction. Its main objective is to provide continuous feedback to both teacher and student concerning learning successes and failures while instruction is in process.
Feedback to students provides reinforcement of successful learning and identifies the specific learning errors that need correction. Feedback to teacher provides information for modifying instruction and for prescribing group and individual remedial work. Formative evaluation helps a teacher to ascertain the pupil-progress from time to time. At the end of a topic or unit or segment or a chapter the teacher can evaluate the learning outcomes basing on which he can modify his methods, techniques and devices of teaching to provide better learning experiences.
The teacher can even modify the instructional objectives, if necessary. In other words, formative evaluation provides feedback to the teacher. The teacher can know which aspects of the learning task were mastered and which aspects were poorly or not at all mastered by pupils. Formative evaluation helps the teacher to assess the relevance and appropriateness of the learning experiences provided and to assess instantly how far the goals are being fulfilled.
Thus, it aims at improvement of instruction. Formative evaluation also provides feedback to pupils. The pupil knows his learning progress from time to time. Thus, formative evaluation motivates the pupils for better learning. As such, it helps the teacher to take appropriate remedial measures. It is concerned with the process of development of learning. In the sense, evaluation is concerned not only with the appraisal of the achievement but also with its improvement.
Education is a continuous process. Therefore, evaluation and development must go hand in hand. The evaluation has to take place in every possible situation or activity and throughout the period of formal education of a pupil. Cronback is the first educationist, who gave the best argument for formative evaluation. According to him, the greatest service evaluation can perform is to identify aspects of the course where education is desirable.
Thus, this type of evaluation is an essential tool to provide feedback to the learners for improvement of their self-learning and to the teachers for improvement of their methodologies of teaching, nature of instructional materials, etc.
Take a look at this study to see how the Pakistan International Airlines applied the Kirkpatrick Model to its training evaluation. Next, look at staff complaints. Start measuring these with at least 3 months prior to your training and then compare post-training results with the ones before it. Send out an open question asking trainees to name one process that could be improved within their department in the next month.
Evaluate their level of understanding at operational level and follow through on how exactly their job performance can rise. Measure employee engagement with learning management systems your company is using. Check these long-term indicators of the impact of the training. Gallup also estimates that actively disengaged employees cost the U. Ask training participants how their role contributes to the success of the business and what their next role-specific milestones should be.
See to what degree your employees understand and feel ownership on their role, following the training. Send out a quiz, right after the training, that focuses on how participants think it could be improved or what kinds of trainings they think they should be having for the next months. Follow through by asking training participants to give an interview where they should highlight 1 key takeaway from the training.
Turn that into the story of the month and share it with all participants. Do transfer of training and cultivate leadership in your employees. Reach a whole lot more people with a whole lot less resources and allow those ambitious stars to shine bright!
Read more to see what specific factors people looked at, in doing training transfer at the Vancouver Island Health Authority. Work with participants, throughout the training, to set an action plan with medium-term objectives relevant for their current roles. Check-in regularly with them to make sure they stick to it. Ensure a strategic focus for your training but also for the long-term company objective you set out to achieve in the first place.
Make sure you follow up and follow-through properly and spread out these costs thinner. Guarantee a greater value for money, not by negotiating facilities, lodging or meals, but by optimizing content and delivery timespan. Redirect that employee retention budget towards effective training, do your follow-up and follow through homework and cut back on some of those other expenses in this particular budget.
According to the Bureau of Labor Statistics, turnover is highest in industries such as trade and utilities, construction, retail, customer service, hospitality, and service.
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