Module-3 Evaluation in Adult Education

Download as pdf or txt
Download as pdf or txt
You are on page 1of 9

MODULE-3 EVALUATION IN ADULT EDUCATION

3.0 Learning Objectives

3.1 Meaning of Evaluation

3.2 Purpose of Evaluation in Adult education

Formative Evaluation

3.3 Principles of Evaluation in Adult education

Formative Evaluation

3.4 Evaluation in Adult education

3.5 Techniques of Evaluation in Adult education

3.6 Steps of Evaluation in Adult education

3.7 Let’s Sum Up

3.8 References

1
3.0 LEARNING OBJECTIVES

LEARNING OBJECTIVES

After going through this module, you will be able to:

 Define the meaning and purpose of evaluation in Adult Education.


 State the principles of evaluation in Adult education.
 Explain evaluation in Adult education
 Describe the techniques of evaluation in Adult Education.
 Explain the steps of evaluation in Adult education.

Dear friends, you have studied in previous modules about different adult education
programmes, now let’s see how to evaluate these programmes

3.1 MEANING OF EVALUATION


Evaluation as a human activity, is not new, it is as old as recorded history and perhaps
much older. The term evaluation comes from Latin word “Valor” which means
strength. Educators use the term to identify the process of determining the strength or
value of work. It is a way of measuring the results of educational activities. The different
kinds of evaluation may be classified according to the degree of their formality and
precision. This division is usually made on three levels:

1. Informal Evaluation: The everyday sizing-up of one’s work is informal evaluation.


All adult educators do some sizing-up, even though they may not refer to it as
evaluation. Informal evaluation is less precise (Fix) and less reliable (Consistent).
Some of the sources of information for informal evaluation are:
 Observation of the work done by learners each time the groups meets.
 Giving informal tests
 Talking to the learners outside of schedule meetings
 Noting changes, if any, in learners practices in their homes, in their places of
work, and in the community and
 Conferring (talk) with other instructors and supervisors.

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

3. Formal Evaluation or Research: Formal evaluation is a type of scientific research in


which all the pertinent (relevant) facts are gathered and the variables controlled by
means of statistical procedures. This kind of evaluation usually requires considerable
time and much training in methods of research with the aid of specialist; the teacher of
adults can do excellent research work and should be encouraged to do it.

2
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).

Formative evaluations involve systematic collection of information to aid decision


making during the planning or implementation stages of a programme. 'They are
generally process oriented. Formative evaluation is also sometimes referred to as
context evaluation, needs assessment or diagnostic research. They usually involve staff
which is directly responsible for the activity and may also involve external evaluators to
bring new approaches or perspectives.

Summative evaluations are usually carried out as a programme is finishing or after


completion of a programme in order to "sum up" the achievements, impact and lessons
learned. They are useful for planning follow-up activities or related future programmes.

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?

3.2 PURPOSE OF EVALUATION IN ADULT EDUCATION


Purpose:
The reason, for which something is done, created or for which something exists.

The major purposes of evaluation may be summarized as:

 To assess learners’ background or “entry-level” knowledge, to determine “learning


needs”.
 To compare actual learner performance at the end of a program to the goals of the
instruction.
 To determine the effectiveness of specific teaching materials, methods and activities.
 To monitor learner progress and attitudes in an on-going way.
 To help learners make decisions about their next actions.
 To assess the effectiveness of the program: objectives, concepts, materials, and
activities.
 To determine the extent of learner satisfaction.

3
Have you ever thought what could be the Principles of Adult Education?

3.3 PRINCIPLES OF EVALUATION IN 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.

2. Use of definite and attainable objectives: The adult educator must be


determining (Influential) his/her objectives in order that he/she may know where
he/she is going with his/her class. He should state these objectives or goals in such a
way that he/she can tell, by the use of instruments of evaluation, how near each
member of the class has come to reaching the desired goals when the course is
finishing.

3. Evidence as to change the people: Evaluation is concerned with getting evidence


as to the degree that changes have taken place in people. The important thing is to
measure how far the people move from where they were at the beginning to where
they are when the learning program is ending. What changes took place in their
behavior? What practices did they improve? What skills did they acquire? What is
the change in their standard of living? These are the some of the changes which are
to be evaluated.

4. Use different instruments in evaluation: A number of instruments which may be


used in the evaluation of various types of outcomes in adult education are: tests,
scales, check sheets, inventories, and surveys, score cards, questionnaires, case
studies, reports and juries of experts. The adult educator can select appropriate
instruments for measuring the things which he/she wishes to evaluate. His/her
choice of particular instrument to be used in any given situation will be determined
by the educational outcome to be evaluated.

5. Cooperation between evaluator and people whose progress has been


evaluated: There should be mutual understanding and cooperation between the
person doing the evaluating and the people whose progress is being studied. This is
necessary to secure complete and accurate (Precise) information.

6. Not necessary to evaluate all outcomes: It is not necessary or even desirable in


most cases, to evaluate all the outcomes of a particular course in adult education. It
is usually better to concentrate on one or two major outcomes that need to be
stressed the most.

7. Evaluation should be continuous: It should be a continuous process. The same


objectives may be evaluated every time a course is offered, but the teacher should be
repeatedly studying the content of his/her course, the methods he/she uses, and the

4
results he/she gets with his/her learners. He/she should occasionally evaluate even
the methods he/she uses in evaluating his/her work.

Now let’s see evaluation in Adult education

3.4 EVALUATION IN ADULT EDUCATION


As educators we all know how evaluation is important in a teaching learning process.
Evaluation is one of the most difficult task, we have as educators. It is imperative to
know the extent to which we are attaining some of our objective. It must be undertaken
to see if we are meeting the needs of the adults in our programs. The evaluation process
– before an adequate job of evaluation can be done by educators, stating of goals and
objectives clarly required. To check the kinds of behavioral changes among the people,
evaluation is necessary. When objectives are stated in ways that can be quantified, we
can build instruments which measure the degree to which we have achieved our
objectives and determine whether we need to reteach in light of what we know was not
learned. Unfortunately it is difficult to define ways to measure educational changes, but
evaluation must be done and we must continually try to find improved methods of
appraising whether the “learners” has truly learned. A evaluation process must be built
into the program from the beginning.

A dynamic evalation reqiures four points for procedures:

 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.

WHO SHOULD EVALUATE?

Every person, who is the part of the programme, can contribute to the evaluation
process.

 The Learners: Since the programme is implemented on them, their views


regarding the implementing of the programme can be used. They can opine about
their learning through interviews or questionnaire.

 The Instructors: These instructors are the direct implementers of the


programme. They are in the best position to judge the results achieved, and what
changes need to be brought about in the programme.

5
 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.

 Outside Experts: It is describe to call experts to evaluate the whole programme,


who will be in a better position to see things objectively. Remark of the expert adds
weightage to the whole evaluation process.

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.

3.5 TECHNIQUES OF EVALUATION IN ADULT EDUCATION


There are multifarious methods and techniques of evaluation like observation,
interview, questionnaire, pre-post assessment etc. The methods which can be used for
evaluation in Adult education are:

1. Observation: It is an important technique of evaluation which depends on the


faculty of seeing, hearing, feeling and noting. It is the most direct method of
collecting information as the observer tries to obtain data directly from the scene or
skills, attitude and behavior of the person involved. Evaluators are required to
observe objectively without any bias (Unfairness) and record their observation
immediately so that there is no distortion of information due to forgetfulness. By
observations, the evaluators can judge the improvement in skill, whether the
learners are enjoying the programme or not.

2. Interview: Another method of collecting information is through interview. There


are several types of interviews- individual interviews, group structured and
unstructured. Social awareness and functionality components of Adult Education
can be evaluated by employing interview, as technique illiterates and semi-literates.
Before eliciting information from learners, rapport is established with them so that
they are able to express themselves freely and fully without any fear or shyness.
While asking questions care should be taken that these are clear , simple, direct,
short and relevant to the subject.

3. Questionnaire/Schedule: Questionnaire is an extensively (Broadly) used device with


respondents having adequate reading and writing skills. The word questionnaire refers to a
“series of questions” which the respondent fills in himself. There are two types of questions
closed-ended (That provides a set of answers from which the respondent must choose.
Multiple choice questions are close-ended questions) and open-ended (Unstructured
question in which (unlike in a multiple choice question) possible answers are not
suggested, and the learners answers it in his/her own words). The closed form requires
the respondent to give answer only in Yes or No or put a tick mark against one of the choices,

6
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.

4. Conversational Approach: Adult learners may not be able to respond to written


questions through written answers. Therefore, one may adopt simple
conversational approach to assess the knowledge and attitudes of learners in a
natural setting without making them aware that they are being evaluated.

5. Participatory Evaluation: In this technique the evaluators are expected to


refrain from taking unilateral decisions on the effectiveness of programme, and an
individual, falling under the preview of evaluation may actively be involved in the
process of evaluation. Both the evaluators and the participants may set together
and take stock of the situation. Each participant may be given freedom to say how
he/she feels or experiences the situation.

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

3.6 STEPS 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.

3. Collect the evidence: Evidence or information is essential to the evaluation of


programs, methods and results in the field of adult education. Evidence should be
gathered at three different stages:

7
 Before the activity has begun: This shows where the learners were at the start.
This can determined later how far they have progressed.

 While activity is in progress: It is often desirable to gather evidence after an


activity has begun but before it is completed to determine whether the amount
and rate of progress is satisfactory/unsatisfactory, or that needs to changes
made before more time is wasted.

 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,

8
 send copy to state supervisor of adult education and to people in institutions of higher
learning who are interested in research in adult education.

3.7 LET’S SUM UP

 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

You might also like