EVALUATION PROCESS PPT
Synopsis
INTRODUCTION
MEANING OF EVALUATION PROCESS
DEFINITION OF EVALUATION PROCESS
TYPES OF EVALUATION PROCESS
NEED OF EVALUATION PROCESS
OBJECTIVES OF EVALUATION PROCESS
THEORY OF EVALUATION PROCESS
CONCLUSION
INTRODUCTION - Evaluation is a methodological area that is closely related to, but distinguishable from more traditional social research. Evaluation utilizes many of the same methodologies used in traditional social research, but because evaluation takes place within a political and organizational context, it requires group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills that social research in general does not rely on as much. Here we introduce the idea of evaluation and some of the major terms and issues in the field.
MEANING OF EVALUATION PROCESS - Evaluation is a process that critically examines a program. It involves collecting and analyzing information about a program's activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its effectiveness, and/or to inform programming decisions
DEFINITION OF EVALUATION PROCESS - According to Hanna- “The process of gathering and interpreted evidence changes in the behavior of all students as they progress through school is called evaluation”.
Muffat says – “Evaluation is a continuous process and is concerned with than the formal academic achievement of pupils. It is interpreted in the development of the individual in terms of desirable behavioral change relation of his feeling, thinking, and actions”.
Goods define– “Evaluation is a process of judging the value or something by certain appraisal.”
TYPES OF EVALUATION PROCESS -
Summative evaluations occur at the end of a program to provide an overall assessment of program effectiveness. They can help answer some of the following questions:
Were the learning objectives met?
Is there a need to modify the structure of the program?
Is there a need to modify specific areas or activities?
Should we continue the deliver the program?
The various instruments that can be used to collect the data for a summative evaluation include questionnaires, surveys, interviews, observations, and testing.
Process Evaluation
A process evaluation determines whether a training program and its activities have been implemented as intended.
These evaluations are typically conducted periodically throughout the life of the training program to address possible inefficiencies. It is used when a program is implemented to ensure that the program is efficient and effective. It can also be used during the latter stages of a program’s life to ensure it is still achieving its intended goals. Either way, these evaluations focus on how a program actually functions and assesses its materials and activities.
Outcome Evaluation
An outcome evaluation measures program effects on the target audience by assessing the outcome (learning) objectives that the program was intended to achieve. Essentially, they determine what the participants were able to do as a result of the training.
These types of evaluations focuses on the changes in knowledge, attitude, and behaviors that resulted from program’s activities. They measure what the training participants were able to do at the end of training, and what they actually did back on the job as a result of the training. These evaluations help determine whether or not the desired results of applying new skills were achieved in the short-term.
Impact Evaluation
An impact evaluation assesses a program effectiveness in achieving its ultimate business goals. They determine how well the program achieved its learning objectives, and how the results of the training affected the overall business strategic goals. Essentially, these evaluations attempt to determine the direct impact the training had on the business performance.
These types of evaluations focus on long term, sustained changes as a result of the training program. They assess what changes in the participants’ behaviors can be attributable to the training program.
NEED OF EVALUATION PROCESS - Evaluation provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals. Evaluations help determine what works well and what could be improved in a program or initiative. Program evaluations can be used to:
Demonstrate impact to funders
Suggest improvements for continued efforts
Seek support for continuing the program
Gather information on the approach that can be shared with others
Help determine if an approach would be appropriate to replicate in other locations with similar needs
OBJECTIVES OF EVALUATION PROCESS - Evaluation is a wider concept than testing and measurement. It is supposed to judge the worth of all the educational out comes brought about as a result of teaching learning process. It is a continuous appraisal of the achievement of the aims of education as well as methods of teaching and learning with a view to continuous improvements so that education becomes dynamic and self-developing. It involves the self- appraisal by the student of their success and failure from time to time. It helps the teacher in diagnosing the pupils’ difficulties.
THEORY OF EVALUATION PROCESS - Evaluation in the practice of education has three components: quantitative, which gives information about the number of tasks that students were able to solve and put into practice, qualitative, the essence of which is a general summary of the students' ability to solve a specific task by putting the knowledge that
CONCLUSION -
