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Is it appropriate, speaking of distance education, to insist on evaluation? The term “evaluation” is sometimes (incorrectly) used interchangeably with “evaluation” and “research.” It is better to keep the terms separate as their purposes are different. The use of the term “assessment” works well when discussing student results and can be used in an assessment.
Evaluation, in the context of learning, performance and change initiatives, can be defined as a form of inquiry that seeks to address critical questions related to the operation of a program, process, methodology, product, system or organization. The results are designed to benefit a variety of stakeholders (our local community that the school insists on, and not only that) so that they can be used for decision-making purposes and, if shared within an organization, can lead to learning. organizational. There are three types of evaluation that are done to provide a variety of results. They are formative, summative and developmental.
The three evaluations and the “value”
We will now focus on formative, summative, and developmental assessments.
Formative Assessments
They are typically done to improve a product or program and are often done by classroom, interclass, or intersection teachers. These internal formative assessments are designed throughout the process to improve or refine what is assessed. The results of a formative assessment can be used to help the school get closer to the goal of a product or program. Feedback from the instructor teacher and feedback from members of the target audience (users, including other students, other teachers, parents, and the community) are helpful in this process.
Summative evaluations
They differ from formative evaluations in that they are generally conducted to decide whether a product or program is worth maintaining, needs modifications, or if there is a need for a well-deserved review or quality award. Your results have more of a final judgment on a program that is mature or has already been completed than anything else. Unlike formative assessment, the results are not necessarily designed to improve what is assessed; instead, the results can help stakeholders decide if the product or program should remain in place, or if it is “passed” or even “failed” and is no longer available to the school or, to a limited extent, only for the students it was aimed at. . There are several types of summative evaluations, such as monitoring and auditing, where fine-tuning can be done, which can be a continuous evaluation program for an organization’s program participants and impact that is focused on the participants of a program annual or school project in particular.
Development evaluation
It is a form of long-term evaluation in which the teacher-evaluator is more closely linked to stakeholders during the development of a program and is effectively a member of the design team. Feedback is provided in real time as the project progresses.
There is a wonderful metaphor from one of the readings “When the cook tastes the soup, it is formative; when the guests taste the soup, it is summary ”.
An organization can implement all three types of assessments based on its needs and where they are in the product program, design, or implementation.
Kirkpatrick’s Assessment Approach (Annex 1)
Taking a closer look at Kirkpatrick’s evaluation approach, we see that it provides four levels of evaluation results.
The table (Annex 1) below names each tier, describes the purpose, and lists the challenges or limitations specific to each area of the tier.
- As a designer, do you want to consider what result you are looking for?
- What do you want to know about your program / training / lesson?
- Just want to know if the students “liked it”?
- Do you want to evaluate if an apprenticeship has occurred?
- As you do?
Who will need the results?
Being an evaluating lecturer or better yet an evaluator can be a profession, but being able to evaluate your lesson, training, program will be a valuable tool for you, your students, and whatever institution you work with.
There are many sources of data when conducting an assessment.
The four most used are:
- observation
- poll
- interview
- archive data.
Any or all of them can be used during the assessment.
Evaluations and feedback (Annex 2)
Annex 2, on the other hand, offers a small look at some advantages, disadvantages, real world examples and factors that influence the choice of its use.
In the planning phase of an educational-formative intervention / of a lesson / or of a distance learning, it is possible to carry out formative evaluations to obtain useful feedback that helps to get closer to the objective. Summative evaluation is post-milestone; your students have already completed your course or program and you take an assessment (which is part of your design process); truly designed to know if you have achieved everything you designed it to be.
There are always factors to change for a variety of reasons.
- Did the technology you chose work as you expected?
- Did the lesson you designed lead to the results you wanted?
- Did your class group finish the lesson (even remotely) with the learning you expected?
These questions and your answers are not the end.
This is just the beginning of the iterative instructional design process.
Sometimes, however, in the fast-paced environment of education, evaluation of programs, courses, or lessons can get in the way.
Evaluation is a very important element that will help us lead to a quality product, more meaningful learning for our students and proof (for you and others) that things are going well, they are moving in the right directions.
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