Module-3 Evaluation in Adult Education
Module-3 Evaluation in Adult Education
Module-3 Evaluation in Adult Education
Formative Evaluation
Formative Evaluation
3.8 References
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3.0 LEARNING OBJECTIVES
LEARNING OBJECTIVES
Dear friends, you have studied in previous modules about different adult education
programmes, now let’s see how to evaluate these programmes
2. Semi –Formal Evaluation: This is the more systematic and reliable types of
evaluation than the informal type. Much of the evidence in semi-formal evaluation
comes from these sources:
Surveys to determine changes in practices
Objectives scales and rating sheets and
Judgments of experts
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Evaluation is the comparison of actual project impacts against the agreed strategic
plans. It looks at what you set out to do, what you have accomplished, and how you
have accomplished it. It can be formative (taking place during the life of a project or
organisation, with the intention of improving the strategy or way of functioning of the
project or organisation). It can also be summative (drawing learnings from a completed
project or an organisation that is no longer functioning).
Trochim & William (2002) “Evaluation is the systematic acquisition and assessment of
information to provide useful feedback about some object.”
Alkin (1990) “The term evaluation refers to the activity of systematically collecting, analyzing and
reporting information that can then be used to change attitudes or to improve the operation of a
project or programme. The word systematic stipulates that evaluation must be planned.”
Dear friends have you ever thought why there is a need and purpose of Adult
education?
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Have you ever thought what could be the Principles of Adult Education?
Principle: A fundamental truth, that serves as the foundation for a system of belief or
behavior.
1. It should have a definite purpose: Evaluations should be made only to meet some
definite purpose. They should not be conducted only because it is “the thing to do”
the findings which come from evaluation should be used to solve the problem of
evaluation.
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results he/she gets with his/her learners. He/she should occasionally evaluate even
the methods he/she uses in evaluating his/her work.
A clear goal
An appraisal knowlegde of the present position in relation to goal
The position at some past time (for e.g. a pre-test) and
The learning resources available to be brought to bear upon the desired goal
Evaluation is essential for bringing about improvement in the quality and efficacy of any
programme. Adult education programmes, in order to be suitable and effective, need be
evaluated from time to time. Like adult education programmes, their evaluation is also
characterized by flexibility, heterogeneity (Quality of being different), participation and
relevance (Significance). This is again faced with some special problems, viz., absence of
structured learning situations, variations in the rate of learning of the educands, lack of
motivation among adult learners, non-availability of evaluation tools and expertise.
Every person, who is the part of the programme, can contribute to the evaluation
process.
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Administrators: Administrators play a chief role in administrating the whole
programme. Therefore, they become the best judges to decide about the
effectiveness of the programme. They should report about their observations to the
whole team of programme planning planners and implementers.
Till now we all are aware of written tests, examinations, viva assignments through
which marks and grade are given. In Adult education the evaluation is done in
different manner using different methods. Let us find out where the difference lies.
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the open-ended questions on other hand, gives freedom to the individual answer in his/her own
words. Evaluators can use either or both the types of questions while constructing a
questionnaire.
6. Pre – Post Assessment: The most widely used evaluation design is a traditional
pre- post test, where participants are asked a series of questions both at the
beginning of a program (pre test) and then again at the program’s completion (post
test). This design is believed to measure changes in participant knowledge, attitudes,
or behaviors regarding the program content is (e.g., disciplining children). In
general, evaluators prefer to measure twice to detect accurately any participant
changes from the program participation.
Friends, we have already discussed the need and principles of evaluation in Adult
education. Now let’s see what steps we should follow of Evaluation in Adult
education
The procedure for evaluating Adult education may be divided, into seven steps:
1. Check the objectives: The first step is to examine the objectives of the activity
which is to be evaluated. If these objectives are not stated in a way that the degree of
their achievement may be determined, they should be restated so that they can be
measured.
2. Examine what was done to reach the objective: This step is important when an
attempt is made to evaluate methods of teaching or the course content. It may be
omitted (Absent) if the purpose is to evaluate student achievement only. In carrying
out this step, it is a good plan to take each objective list in two parallel columns, the
material taught and the methods used in teaching that material. What was taught
should be listed in detail and in natural sequence in left-hand column. Opposite of
each of these items, list of methods used in teaching should be listed in the right
hand column.
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Before the activity has begun: This shows where the learners were at the start.
This can determined later how far they have progressed.
At the end of the activity: The evidence gathered at the completion of the
project should show the extent of the changes made in the students, or the
degree to which the predetermined objectives were realized. The evaluator
should make a list of the evidence that he/she thinks he/she will need. Each item
should be examined and then accepted or rejected according to whether it is in
harmony (Synchronization) with these criteria:
Does it indicate an important change in the behavior of the students?
Is it clearly a result of the end program?
Has enough time taken place for the item to have been influenced by the
educational programs?
Does the item have a direct bearing on the thing to be evaluated?
Is its reliability questioned? Is it free from biases, prejudices (Narrow-
mindedness) and selfish interests?
If a sampling procedure is to be used will the sample be truly
representative?
4. Sources of evidence: People taught are the most important source of information. If
the number of people from whom information is to be gathered is not large, it is best
to contact all of them. If the number is very large, it is sometimes advisable to select
a sample that represents the whole group.
5. Devices for getting evidence: There are number of devices that can be used
according to the nature of the problem. Some of the common devices are:-
questionnaire, check-lists, interview schedules etc.
6. Analysis of the evidence: Three kinds of evaluation can be done, informal, semi-formal
and formal. Formal evaluation usually requires considerable statistical treatment of data.
Informal and Semi-formal evaluation, require only simple processes such as the
computations of totals, averages and means, medians, ranges, percentages and distributions.
After the facts have been gathered and analyzed, it is necessary to weigh their relative
importance. Discard those that do not have any bearing on the problem and those whose
reliability is doubtful. In weighing the facts, avoid biases and prejudices.
7. Use of findings: Findings should be used to improve the adult education program in every
way that is possible. The findings could be used for:
program planning, method plans
talks and discussions at community meetings,
publish them in the local newspaper,
educational magazines, incorporate them in annual reports,
file copy for historical record,
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send copy to state supervisor of adult education and to people in institutions of higher
learning who are interested in research in adult education.
Evaluation is the comparison of actual project impacts against the agreed strategic
plans. It looks at what you set out to do, what you have accomplished, and how you
have accomplished it.
The evaluation process may be used as stepping stone to prgrame improvement, for
program evaluation.
The principles of Evaluation in Adult education are, it should have a definite
purpose, Use of definite and attainable objectives, evidence as to change the people,
use different instruments in evaluation, cooperation between evaluator and people
whose progress has been evaluated, not necessary to evaluate all outcomes,
evaluation should be continuous.
Evaluation is essential for bringing about improvement in the quality and efficacy of
any programme.
There are a variety of methods and techniques of evaluation like observation,
interview, questionnaire, pre-post assessment etc.
3.8 REFERENCES
BIBLIOGRAPHY
Mohanty. S. (2002): “Adult and Non-Formal Education”, Second Edition, Deep &
Deep Publications Pvt. Ltd.
ADDITIONAL LINKS
http://www.publishyourarticles.net/eng/articles/adult-education-essay.html
http://www.preservearticles.com/201103264737/importance-of-adult-education-
in-india.html
http://nursingplanet.com/nr//blog6.php/2009/11/23/adult-education
http://www.unesco.org/education/uie/pdf/adedmonitoring.pdf
http://www.ualberta.ca/~tfenwick/publications/html/55%20Incorporating%20Dy
namic%20Assessment%20in%20Evaluation%20of%20Adult%20Learners.htm