Evaluation models by dr.shazia zamir by


Published on

Published in: Education
  • Be the first to comment

Evaluation models by dr.shazia zamir by

  1. 1. By Dr.Shazia Zamir M.Phil Education (2nd semester)
  2. 2.  Models serve as frames from which to build; Provide structure & organization for the planning process.  A thing used as an example to follow or imitate.  A proposed structure, typically on a smaller scale than the original.  Many different models  Common elements, but  different labels
  3. 3.  The evaluation model is systematic approach that will guide in measuring the efficiency and effectiveness of atraining, acourseor an educational program.  Thetwo models will bediscussing in thisclass: 1 Kirkpatrick'sfour levelsof training evaluation. 2 TheStufflebeam CIPPEvaluation Model (Context, Input, Processand Product Evaluation)
  4. 4.  The four steps of evaluation consist of:  Step 1: Reaction - How well did the learners like the learning process?  Step 2: Learning - What did they learn? (the extent to which the learners gain knowledge and skills)  Step 3: Behavior - (What changes in job performance resulted from the learning process? (capability to perform the newly learned skills while on the job)  Step 4: Results - What are the tangible results of the learning process in terms of improved quality, increased production, efficiency, etc.?
  5. 5. Daniel Stufflebeam's CIPP Model (2002) is based on the principle that evaluations should assess and report an entity's merit, worth, and significance as well as, the lesson learned.  Context, Input, Process, and Product Evaluation  The CIPP model's main theme is that evaluation's most important purpose is not to prove, but to improve.
  6. 6. 8
  7. 7. 9 CONTEXT EVALUATION ◦ Provides rationale for determination of objectives ◦ Defines relevant environment ◦ Describes desired and actual conditions of environment ◦ Identifies unmet needs ◦ Identifies unused opportunities
  8. 8. 10 INPUT EVALUATION ◦ Determines how to use resources ◦ Assesses capabilities of responsible agency ◦ Assesses strategies for achieving objectives ◦ Assesses designs for implementing a selected strategy
  9. 9. 11 PROCESS EVALUATION ◦ Detect or predict defects in procedure design or its implementation ◦ Provide information for programming decisions ◦ Maintain record of the procedure as it occurs
  10. 10. 12 PRODUCT EVALUATION ◦ Measure attainments ◦ Interpret attainments ◦ Done as often as necessary during the program life
  11. 11.  Which of the model would fit within the context of the organization with which you typically work? What are some examples or situations in which you would use Kirkpatrick model? What conditions need to exist to use Kirkpatrick model? What are some limitations of Kirkpatrick model?
  12. 12. Planning Phase When executed Types of decisions Specific activities Prior to actual implementation of instruction, program or project(or whatever) 1.Outcomes to be achieved. 2.Courses of action to be taken. 1.Situation analysis 2.Specification of objectives. 3.Specification of prerequisites. 4.selection/development of measuring instruments. 5.List of strategies 6.Selection of design. 7.Preperation of a time schedule.
  13. 13. Process phase When executed Types of decisions Specific activities During implementatio n 1.Degree to which execution is taking place as planned. 2.Changes needed for the sake of improvement. 1.Administration of tests of entry behavior. 2.Assessment of appropriateness of objectives. 3.Analysis of effectiveness of strategies.
  14. 14. Product phase When executed Types of decisions Specific activities 1.Following Implementation. 1.Overall effectiveness of the instruction, project or program(or whatever). 2.Future courses of action. 1.Collection of data related to objectives. 2.Collection of data related to unanticipated outcomes. 3.Analysis and interpretation of data. 4.Reporting.
  15. 15.  It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives.  The main purpose of formative evaluation is to improve instruction and student learning.
  16. 16.  It occurs most often at the end of a unit.  The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.