Saswat pani
- 1. EE-324 Extension Methodology for Transfer of Agriculture Technology SUBMITTED TO:- Mr. SUJIT MAJHI (ASSISTANT PROF.) DEPT. OF EXTENSION SUBMITTED BY:- SASWAT PANI ADM NO.36B/13
- 2. Evaluation is defined as a systematic process by which the worth or value of something is judged. Evaluation in education can be defined as a continuous process based upon criteria which cooperatively developed and concerned with measurement of : The performance of learners. The effectiveness of teachers The quality of the program
- 3. That means that different audiences may assign different value to the same information
- 7. Activities Products or services delivered as part of the project’s activities (eg. workshops, audits, brochures) The tasks that are required to be done in order to achieve the outputs (e.g.. run a workshop, conduct and audit)
- 8. Outcomes Measures the change in behaviour or resource use in relation to goal of the project. Outcomes are usually considered in terms of their expected timeframe: Short–term (or immediate) Intermediate Long-term
- 9. Impact Refers to the measures of change that result from the outputs being completed, such as responses to surveys, requests for further information, or number of products taken up (eg. lights installed) Impact is sometimes used in place of short-term outcomes
- 10. Evaluation is not just something that happens at the end of a project It can also happen before it starts, and during the project’s life That would be SUMMATIV E evaluation That would be FORMATIV E evaluation
- 11. Refers to getting all project stakeholders, particularly the target group, involved in a project evaluation OVERALL PARTICIPATION IS MANDATORY
- 12. Five basic types of evaluation include: • process, • content, • outcome, • impact, • Program, • Human behaviour These types ranged from the simple (process evaluation) to the complex (impact evaluation).
- 13. 2. Content Evaluation The purpose of content evaluation is to determine whether learners have acquired the knowledge or skills taught during the learning experience, as taking place immediately after the learning experience to answer the question "To what degree did learners achieve specified objectives?" Examples: - Asking a patient to give a return demonstration immediately after observing it - Asking participants to complete a cognitive test at the completion of a 1-day seminar. Content evaluation as the level is in between process and outcome evaluation levels. In other words, content evaluation can be considered as focusing on how the teaching-learning process affected immediate, short-term outcomes
- 14. 1. Process (Formative) Evaluation The purpose of this evaluation is to make adjustments in an educational activity as soon as they are needed, whether those adjustments be in personnel, materials, facilities learning objectives, or even attitude Adjustments may need to be made after one class or session before the next is taught , so process evaluation occurs more frequently during and throughout every learning experience than any other type. This ongoing evaluation prevent problems before they occur or identify problems as they arise
- 15. 3. Outcome (Summative) Evaluation The purpose of outcome or summative evaluation is to determine the effects or outcomes of teaching efforts. Its intent is to sum what happened as a result of education. Outcome evaluation occurs after teaching has been completed or after a program has been carried out, it is focusing on measuring long-term change that persists after the learning experience. Guiding questions in out- come evaluation include the following: • Was teaching appropriate? • Did the individual(s) learn? • Were behavioural objectives met?
- 16. 4. Impact Evaluation The purpose of impact evaluation is to:- Determine the relative effects of education on the institution or the community. obtain information that will help decide whether conducting an educational activity is worth its cost. The scope of impact evaluation is broader, more complex, and usually more long term than that of process, content, or outcome evaluation Outcome evaluation would focus on course objective, whereas impact evaluation would focus on course goal.
- 17. 5.Program Evaluation The scope of program evaluation is broad, generally focusing on overall goals rather than on specific objectives. It is encompassing all aspects of educational activity (e.g., process, content, outcome, impact) with input from all the participants (e.g., learners, teachers, institutional representatives, community representatives). The time period over which data are collected may extend from several months to 1 or more years, depending on the time frame established for meeting the goals to be evaluated.
- 18. Knowledge Tests Understanding Tests Skill/Performance Tests Attitude Scale Thank You