Evaluation
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This document discusses evaluation of programs and training. It outlines two types of evaluation: concurrent evaluation which is done during the program, and ex post-facto evaluation which is done after completion. The importance of evaluation is also discussed, noting that it helps clarify objectives, improve future planning, reveal program effectiveness, identify strengths and weaknesses, establish benchmarks, provide objective evidence, and serve as a basis for future improvements.
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PRINCIPLE & EVALUATION TECHNIQUES (HASBI & MARTIN)
The document discusses learning assessment by teachers. It defines learning assessment as the planned and systematic process of collecting evidence about students' competence in knowledge, skills, and attitudes during and after the learning process. There are two main types of assessment: formative assessment to improve student learning, and summative assessment to determine student success at the end of a semester or year. The goals of assessment are to understand student mastery levels, establish remediation programs, and map school quality. Assessment should be valid, objective, neutral, integrated, systematic, accountable, educative and holistic. Types of assessments include daily tests, mid-term tests, semester tests and final tests. Classroom-based assessment is used to collect student achievement
What is evaluation
This document defines program evaluation and outlines its purpose and process. Program evaluation is defined as the systematic assessment of a program's value to guide future decision-making. It involves comparing a program's objectives and outcomes to criteria to judge its worth. The key steps of evaluation include formulating objectives, identifying indicators, collecting and analyzing data, and reporting findings to facilitate program improvements. Evaluation aims to determine a program's effectiveness, locate areas for improvement, and enhance future programming.
Evaluation in Education
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Principles of assesment
The document outlines principles of assessment including that assessment should be valid in measuring intended skills, reliable with clear processes, and transparent with accessible information. Assessment should also be inclusive, an integral part of program design relating to goals, and manage a reasonable workload. Both formative and summative assessment as well as timely feedback should be included, and staff development should cover assessment competencies.
Formative evaluation
1. Formative evaluation refers to ongoing assessments conducted during a course or program to provide feedback and improve teaching and learning. It focuses on identifying student weaknesses and deficiencies to provide remedial support.
2. The key purposes of formative evaluation are to provide feedback to teachers to modify instruction, identify gaps in student understanding, and increase student self-efficacy and motivation. Feedback is central and should clarify expectations, encourage self-assessment, and help close gaps between current and desired performance.
3. Techniques include quizzes, short answer questions, practical exercises, and one-minute writing assessments. Research shows significant learning gains when formative assessment is used across content areas. Teachers should be trained and prepare students
Entegro principles of evaluation
The document discusses principles of effective program evaluation. It provides examples of goals for guidance programs, such as monitoring academic progress and advising students on postsecondary education. Two key principles are that evaluation requires recognizing program goals and using valid measuring criteria related to those goals. A third principle is that criteria must be applied validly and be usable, reasonable, and justifiable. Overall, the document outlines best practices for conducting meaningful program evaluations that emphasize strengths and weaknesses to facilitate continuous improvement.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Curriculum (formative & summative) evaluation
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Recommended
PRINCIPLE & EVALUATION TECHNIQUES (HASBI & MARTIN)
The document discusses learning assessment by teachers. It defines learning assessment as the planned and systematic process of collecting evidence about students' competence in knowledge, skills, and attitudes during and after the learning process. There are two main types of assessment: formative assessment to improve student learning, and summative assessment to determine student success at the end of a semester or year. The goals of assessment are to understand student mastery levels, establish remediation programs, and map school quality. Assessment should be valid, objective, neutral, integrated, systematic, accountable, educative and holistic. Types of assessments include daily tests, mid-term tests, semester tests and final tests. Classroom-based assessment is used to collect student achievement
What is evaluation
This document defines program evaluation and outlines its purpose and process. Program evaluation is defined as the systematic assessment of a program's value to guide future decision-making. It involves comparing a program's objectives and outcomes to criteria to judge its worth. The key steps of evaluation include formulating objectives, identifying indicators, collecting and analyzing data, and reporting findings to facilitate program improvements. Evaluation aims to determine a program's effectiveness, locate areas for improvement, and enhance future programming.
Evaluation in Education
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Principles of assesment
The document outlines principles of assessment including that assessment should be valid in measuring intended skills, reliable with clear processes, and transparent with accessible information. Assessment should also be inclusive, an integral part of program design relating to goals, and manage a reasonable workload. Both formative and summative assessment as well as timely feedback should be included, and staff development should cover assessment competencies.
Formative evaluation
1. Formative evaluation refers to ongoing assessments conducted during a course or program to provide feedback and improve teaching and learning. It focuses on identifying student weaknesses and deficiencies to provide remedial support.
2. The key purposes of formative evaluation are to provide feedback to teachers to modify instruction, identify gaps in student understanding, and increase student self-efficacy and motivation. Feedback is central and should clarify expectations, encourage self-assessment, and help close gaps between current and desired performance.
3. Techniques include quizzes, short answer questions, practical exercises, and one-minute writing assessments. Research shows significant learning gains when formative assessment is used across content areas. Teachers should be trained and prepare students
Entegro principles of evaluation
The document discusses principles of effective program evaluation. It provides examples of goals for guidance programs, such as monitoring academic progress and advising students on postsecondary education. Two key principles are that evaluation requires recognizing program goals and using valid measuring criteria related to those goals. A third principle is that criteria must be applied validly and be usable, reasonable, and justifiable. Overall, the document outlines best practices for conducting meaningful program evaluations that emphasize strengths and weaknesses to facilitate continuous improvement.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Curriculum (formative & summative) evaluation
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
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This document summarizes a workshop on evaluation and impact measurement for mentoring programs. The workshop aims to explore evaluation principles, impact measurement, and sharing best practices. It defines evaluation and impact, and explains that evaluation is needed to measure impact. Process and outcome evaluation are discussed. Case studies are presented on evaluating a medical e-mentoring scheme and measuring the impact of an Imperial STEM enrichment program. Key points are that evaluation should be kept simple, short, and quantitative, and that impact measurement demonstrates how a program has made a measurable difference.
Methods of evaluation
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This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Purpose of measurement and evaluation
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Education and evaluation
This document defines educational evaluation and continuous and comprehensive evaluation (CCE). It states that educational evaluation is a systematic and continuous process to determine if educational objectives are being met and how effective learning experiences are. CCE assesses all aspects of a student's development throughout the year, including scholastic subjects and co-scholastic areas like arts, sports, and life skills. It involves evaluating students' communication skills, attitudes, teamwork, emotional management, respect for values, and performance in co-curricular activities. Students are also encouraged to self-evaluate their work.
Evaluation definitions
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
Nature and goals of assessment and evaluation
This Slide is very simple to understand the assessment, process of assessment..and it also provide help to understand differences between assessment, evolution and testing... for more information you can contact on email "asit.psy@gmail.com" thank you.
Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
Assessment
After this presentation you will be know about:
An Assessment
What can be assessed?
Which criteria's are helpful in choosing an assessment method?
What should we do with the information from our assessment?
Types of assessment
Evaluation methods
JOB ANALYSIS
JOB DESCRIPTIONS
Qualitative Method
Simple ranking method
Grading method
Quantitative Method
Point method
Factor comparison method
Internal assessment & external assessment
Need ,Principles ,Objectives ,Types ,merit & demerit of Internal assessment
Classification ,Objectives , Process , merit & demerit ofexternal assessment
roles of evaluation
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
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Assessment purposes and approaches
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
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Checklists are tools used by teachers and students to systematically collect data on student knowledge, skills, and behaviors related to learning outcomes. Checklists consist of statements that students or teachers respond to with yes/no or done/not done to provide information. Checklists can be used for self-assessment, ensuring tasks are completed consistently and completely, identifying student needs, and documenting skill development. To create an effective checklist, one should use a clear format, categorize items, avoid errors, and focus on quality over length.
Program evaluation
This presentation tackles the following information:
*Approaches to Program Evaluation
*Three Dimensions that Shape Point of View on Evaluation
*Doing Program Evaluation
*Program Components as Data Sources
Reference: The Elements of Language Curriculum (A Systematic Approach to Program Development) by James Dean Brown of University of Hawaii at Manoa
Reporters: Joy Anne R. Puazo & Marie Buena S. Bunsoy
Program: Bachelor in Secondary Education Major in English
Year: 4th
Instructor: Mrs. Yolanda D. Reyes
Subject: Language Curriculum for Secondary Schools
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
NCA PGR Session 7 May 02 2018
The document outlines an agenda for a webinar on program evaluation as an accreditation standard. It discusses the importance of evaluation in improving performance and outlines the Consortium's evaluation model. The webinar covers learning objectives, definitions of evaluation, characteristics of good evaluation, and the Consortium's accreditation standard for evaluation. The standard includes evaluating postgraduate trainees, clinical faculty, organizational impact, and ongoing program evaluation. Data collection includes outcomes like completion rates, evaluations, employment data, and satisfaction. The goals are to understand evaluation processes and use findings to improve programs.
Presentation chapters 1 and 2
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This document summarizes a workshop on evaluation and impact measurement for mentoring programs. The workshop aims to explore evaluation principles, impact measurement, and sharing best practices. It defines evaluation and impact, and explains that evaluation is needed to measure impact. Process and outcome evaluation are discussed. Case studies are presented on evaluating a medical e-mentoring scheme and measuring the impact of an Imperial STEM enrichment program. Key points are that evaluation should be kept simple, short, and quantitative, and that impact measurement demonstrates how a program has made a measurable difference.
Methods of evaluation
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Purpose of measurement and evaluation
A simple oral Report on Test Development
Rochelle S. Nato
(Student) MAIE - Bicol University Graduate School
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This document defines educational evaluation and continuous and comprehensive evaluation (CCE). It states that educational evaluation is a systematic and continuous process to determine if educational objectives are being met and how effective learning experiences are. CCE assesses all aspects of a student's development throughout the year, including scholastic subjects and co-scholastic areas like arts, sports, and life skills. It involves evaluating students' communication skills, attitudes, teamwork, emotional management, respect for values, and performance in co-curricular activities. Students are also encouraged to self-evaluate their work.
Evaluation definitions
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
Nature and goals of assessment and evaluation
This Slide is very simple to understand the assessment, process of assessment..and it also provide help to understand differences between assessment, evolution and testing... for more information you can contact on email "asit.psy@gmail.com" thank you.
Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
Assessment
After this presentation you will be know about:
An Assessment
What can be assessed?
Which criteria's are helpful in choosing an assessment method?
What should we do with the information from our assessment?
Types of assessment
Evaluation methods
JOB ANALYSIS
JOB DESCRIPTIONS
Qualitative Method
Simple ranking method
Grading method
Quantitative Method
Point method
Factor comparison method
Internal assessment & external assessment
Need ,Principles ,Objectives ,Types ,merit & demerit of Internal assessment
Classification ,Objectives , Process , merit & demerit ofexternal assessment
roles of evaluation
This document defines evaluation as examining programs and making judgements about their value based on stated objectives and standards. It then lists several purposes of evaluation for teachers: to assess student knowledge and difficulties, determine grades, evaluate teaching methods, motivate and provide feedback to students, and collect information for administrative decisions and course improvements.
Evaluation : Concept, Purpose, and Need
This presentation covers all important aspects of Evaluation. This presentation is specially prepared during Covid- 19 pandemic to facilitate the online classes of B.Ed. Semester III, University of LUCKNOW.
Objectives and importance of measurement and evaluation
This document discusses measurement and evaluation in education. It defines measurement as assigning numerals to objects or events according to rules, while evaluation is determining the extent to which educational objectives are being achieved. The objectives of measurement are to measure student progress, provide motivation, improve quality, and solve problems. Evaluation objectives are to provide information, check effectiveness, and validate hypotheses. Both measurement and evaluation are important for understanding students, checking progress, gathering information, and determining teacher efficiency. They help determine knowledge, values, and skills acquired.
Evaluation of Guidance and Counselling
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
Internal and external
This document discusses internal and external evaluations. An internal evaluation is conducted by staff members of the organization, while an external evaluation is done by outside consultants. Both have advantages and disadvantages. Internal evaluations are less expensive but staff may lack objectivity, while external evaluations are more impartial but costly. Overall, evaluations provide important information to improve programs, though the best approach depends on the specific needs and resources of the organization.
Assessment purposes and approaches
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
Checklist
Checklists are tools used by teachers and students to systematically collect data on student knowledge, skills, and behaviors related to learning outcomes. Checklists consist of statements that students or teachers respond to with yes/no or done/not done to provide information. Checklists can be used for self-assessment, ensuring tasks are completed consistently and completely, identifying student needs, and documenting skill development. To create an effective checklist, one should use a clear format, categorize items, avoid errors, and focus on quality over length.
Program evaluation
This presentation tackles the following information:
*Approaches to Program Evaluation
*Three Dimensions that Shape Point of View on Evaluation
*Doing Program Evaluation
*Program Components as Data Sources
Reference: The Elements of Language Curriculum (A Systematic Approach to Program Development) by James Dean Brown of University of Hawaii at Manoa
Reporters: Joy Anne R. Puazo & Marie Buena S. Bunsoy
Program: Bachelor in Secondary Education Major in English
Year: 4th
Instructor: Mrs. Yolanda D. Reyes
Subject: Language Curriculum for Secondary Schools
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This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
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Evaluation and Impact Measurement - Imperial College London
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Basic concepts in evaluation procedures in education
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Objectives and importance of measurement and evaluation
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The document outlines an agenda for a webinar on program evaluation as an accreditation standard. It discusses the importance of evaluation in improving performance and outlines the Consortium's evaluation model. The webinar covers learning objectives, definitions of evaluation, characteristics of good evaluation, and the Consortium's accreditation standard for evaluation. The standard includes evaluating postgraduate trainees, clinical faculty, organizational impact, and ongoing program evaluation. Data collection includes outcomes like completion rates, evaluations, employment data, and satisfaction. The goals are to understand evaluation processes and use findings to improve programs.
Presentation chapters 1 and 2
This document summarizes chapters 1 and 2 of "The 2010 User-Friendly Handbook for Project Evaluation" by Joy Frechtling. It discusses the reasons for conducting evaluations, including allowing for improvement and providing unanticipated insights. It outlines two types of evaluations: formative evaluations provide ongoing feedback, while summative evaluations assess the overall success of a completed project. Formative evaluations include implementation evaluations to check that a project is proceeding as planned and progress evaluations to check that goals are being met. The document contrasts program and project evaluations.
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The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
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How to Increase Extension Program Outcomes and Impacts (Slides for Educators)Ayanava Majumdar (Dr. A), Alabama Cooperative Extension System
This video is meant for Extension educators to demonstrate the feasibility and usefulness of an Extension program and Evaluation Strategy that is based on specific goals. This presentation is a basic version and we have much more information that is part of continuous improvement in the slideshow. We will share other presentations with more information - so this is just the beginning! For program evaluation/monitoring questions, call 251-331-8416 or email bugdoctor@auburn.edu. For looking at some of my IPM Program evaluation publications, visit www.aces.edu/go/87 and click on 'IPM Evaluation Toolkit' in the menu. Thank you.Similar to Evaluation (20)
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How to Increase Extension Program Outcomes and Impacts (Slides for Educators)
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Writing for print media
This document discusses writing for print media such as magazines, newspapers, and journals. It explains that a print article should provide a detailed account of a single topic to educate interested readers. An article has five key parts: a title to catch readers' interest, the author's identification, an introductory paragraph called the lead, the main body of the article, and a concluding summary. The title and lead are important to engage readers and set up the theme, while the main body thoroughly explores the topic and the summary recaps the main points.
Script writing for television
This document provides information about script writing for agricultural television programs in India. It discusses how television is an effective medium for educating rural populations. Two common farm television programs in India are "Savi Dharti" and "Mera Pind Mere Khet", which aim to provide useful agricultural information to farmers. The document outlines best practices for writing scripts, including clearly stating objectives, deciding on presentation format (talks, interviews, etc.), including an introduction and conclusion, planning indoor/outdoor shooting, and using a run down sheet to plan shots, audio/video, and lighting. The goal is to effectively communicate timely agricultural information to farmers to support their work.
Practical 3 Dairy development
This document discusses dairy development activities and technology transfer in Punjab, India. It provides background on the various organizations involved in dairy development like the Punjab Dairy Development Board and Punjab State Cooperative Milk Producers Federation. It then analyzes survey results from 600 dairy farmers which find that most receive little training and education. The document identifies farmers' main information needs and challenges with services. It provides recommendations to strengthen the dairy extension system through improved training, cooperation, and addressing issues like high input costs and exploitation by middlemen.
Practical 2 university extension system
The document discusses the agricultural extension system in India, including its history and objectives. It notes that agricultural extension was established to improve farmers' well-being through individual and cooperative efforts. A key milestone was the 1905 establishment of the Imperial Agricultural Research Institute at Pusa, which supported agricultural research and education. The document goes on to outline the extension systems of agricultural universities and Krishi Vigyan Kendras, which aim to improve education, research, and field extension to benefit farmers.
Practical 1 Audio visual aids
This document discusses audio-visual aids and their use in the adoption process. It defines audio, visual, and audio-visual aids and provides examples of each type. The objectives are to impart knowledge about different aids and how to prepare and use them. Various aids are described, including non-projected aids like posters, charts, and flashcards, and projected aids like slides and videos. The importance of aids in teaching and their role at different stages of the adoption process from awareness to adoption are covered. Guidelines for using aids alone or combined with other methods based on teaching objectives, subject matter, audience size, and other factors are provided.
Pract 3 Script writing for radio
This document provides guidance on writing scripts for farm radio talks. It discusses that radio is an effective medium for informing and motivating rural audiences. When writing scripts, key points to consider include the audience's background and needs, selecting a relevant and practical topic, and collecting detailed information from reliable sources. The script should arrest listeners' attention, hold it by using local examples, clearly convey the information in the proper sequence, and fire listeners' imagination about applying the information. The script should be brief, clear, and written with empathy for the audience. When delivering the script, the speaker should rehearse, be conversational, repeat important points, and summarize at the end.
Capacity building
Extension personnel require training to improve their performance and acquire new knowledge, skills, and attitudes. There are different types of training courses including short-term and long-term courses as well as orientation training and on-the-job training. Training courses for farmers include those offered at the village, block, and district levels, as well as specialized training courses offered by Punjab Agricultural University.
Planning and development of agricultural extension programs
The document discusses the planning and development of agricultural extension programs. It outlines that extension program planning is a continuous and cooperative process involving local people and extension personnel to identify problems, set objectives, and take action to achieve objectives. Key principles of program planning include addressing felt needs, joint participation, flexibility, simplicity, and evaluation. The planning process involves collecting facts, analyzing the situation, identifying problems, determining objectives, developing a plan of work, executing the plan, and determining progress. A six-phased model for program planning is also presented.
Use of plastic in agriculture
Plastics have many uses in everyday life and agriculture due to their low cost, durability and ability to prolong the shelf life of foods. However, plastics persist in the environment for centuries and can pollute soils and waterways. In agriculture, plastics such as mulching films increase yields but eventually fragment and release toxins. Long-term use of plastic mulches reduces soil quality over time by decreasing porosity, oxygen levels and beneficial microbes. Microplastics less than 5mm in size are a growing problem, as they accumulate in soils and are eaten by earthworms and other organisms, entering the food chain and potentially compromising human health. Efforts are needed to reduce plastic pollution through alternatives to single
Methods and classification of leaders
1. Leaders coordinate group efforts to achieve goals, establish a positive social climate, assist with organization, and help plan and execute development programs.
2. Methods for selecting leaders include identifying active participants, those with high social participation, persons with a reputation for honesty and help, and current formal leaders.
3. Leaders are also selected through informal meetings to identify those people turn to for help, self and informal ratings of leadership abilities, and sociometric techniques where group members name preferred leaders.
Success
This document discusses factors related to success and failure. It states that success requires hard work, perseverance, sacrifice, and passion for your goals. Successful people are confident, have a vision, and focus on their strengths. Factors that can lead to failure include unwillingness to take risks, lack of persistence, seeking instant gratification, poor priorities, and greed. The document also lists rationalizing, inability to recognize opportunities, lack of discipline, poor self-esteem, and a fatalistic attitude as reasons for failure. Finally, it identifies accepting responsibility, striving for excellence, and thinking win-win as important factors for achieving success.
Feedback in communication
This document discusses feedback in communication and its importance. It provides definitions of feedback and notes that feedback helps enhance adoption rates and understanding by promoting free communication. It identifies some difficulties in obtaining feedback, such as limitations of communication channels, shyness of receivers, and socioeconomic barriers. The document recommends several methods for encouraging feedback, such as not getting defensive, updating knowledge, and ensuring feedback is timely. Overall, the document emphasizes that feedback is important for removing barriers, facilitating action, rectifying errors, and improving the communication process.
Kisan call centres
The Kisan Call Centre was launched in 2004 by the Ministry of Agriculture to provide extension services to farmers over the phone. Farmers can call a toll-free number to get their questions answered in local languages. If the call centre operator cannot answer a question, it is forwarded to an agricultural scientist. The call centre aims to answer queries instantly and records personal information in a knowledge management system. It operates from multiple locations with shifts covered 24/7 to ensure accessibility.
Teaching learning process
The document discusses the teaching and learning process. It defines teaching as providing situations for learning to occur, and learning as how a person changes their behavior through self-activity. It notes that learning takes place within the learner when they feel a need and work to fulfill and gain satisfaction from it. The key components of an effective teaching and learning situation are an instructor, learner, physical facilities, teaching equipment, and subject matter. It provides characteristics an instructor and learner should have, and factors the subject matter, physical facilities, and teaching equipment should address. Finally, it outlines the steps in the teaching-learning process as getting the learner's attention, interest, desire, conviction, action, and satisfaction.
Traits of input dealers/ extension workers in agriculture development
The document outlines the important traits and qualities of input dealers in supporting agricultural development. It discusses that input dealers must have sound subject knowledge, a desire to learn, be tactful, foresighted, and have a sympathetic attitude. Additionally, they should have an attractive personality, enthusiasm, courage, honesty, and the ability to organize. Key expected roles of input dealers include communicating new technologies to farmers, keeping updated on information, coordinating village organizations, and assisting villagers in obtaining supplies and government assistance.
Systems of extension in india
The document summarizes four major extension systems in India:
1) The first line extension system established by ICAR in 1971.
2) Extension systems run by the Ministry of Agriculture and state departments.
3) Systems run by the Ministry of Rural Development and state departments.
4) Development work by voluntary organizations.
It then provides details on four major transfer of technology projects under the first line extension system: the All India Coordinated Project on National Demonstrations, Operational Research Project, Krishi Vigyan Kendra program, and Lab to Land Project. Krishi Vigyan Kendras were established in 1974 as grassroots institutions for training farmers and disseminating agricultural technologies.
Drought prone area prog
The Drought Prone Areas Programme and Desert Development Programme were launched in the 1970s to address problems faced by drought-prone and desert areas in India. The programs aimed to minimize adverse effects of drought/harsh climates on crop/livestock production and improve socio-economic conditions. They covered 961 blocks across 16 states and 235 blocks in 7 states respectively. Both programs were funded 75% by central government and 25% by states and implemented through district rural development agencies. While the programs had strengths like area-focused needs and infrastructure growth, weaknesses included poor implementation and lack of collaboration. Ongoing threats were corruption and political interference.
Poverty alleviation programs
The document discusses several Indian poverty alleviation programs: SGSY, SGRY, PMGSY, CAPART, DPAP, and DDP. It provides details on the objectives, target beneficiaries, implementation mechanisms, and funding structures of these various programs aimed at reducing poverty, increasing employment opportunities, and improving rural development.
New trends in extension
The document discusses new trends in agricultural extension, including a shift from top-down to bottom-up and production-led to market-led approaches. It outlines the need for market-led extension to help farmers understand market demands and consumer preferences in order to improve livelihoods. Examples of innovative market-led extension approaches provided include market intelligence, contract farming, and direct marketing. The challenges and dimensions of market-led extension are also summarized, along with some successful farmer entrepreneurs utilizing these approaches.
Principles & problems of administration
This document outlines several key principles of administration and problems that can arise. The principles discussed include hierarchy, span of control, unity of command, delegation of authority, responsibility, communication, flexibility, specialization, and centralization/decentralization. Some problems that can occur include failure to clarify relationships, delegate authority properly, giving authority without responsibility, multiple subordination, short-circuiting lines of authority, and giving extra-constitutional authority. Proper application of administrative principles and avoidance of these problems can help organizations function effectively.
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Evaluation
- 1. Evaluation Rajinder Kaur Kalra Professor and Head (Retired) PAU Ludhiana 9814067709
- 2. Evaluation: the extent to which the programme objectives has been achieved successfully and provide basis for continuous improvement
- 3. Types of evaluation 1. Concurrent evaluation 2. Ex post- facto evaluation
- 4. Importance of Evaluation • Help in stating the programme objectives clearly • Facilitates realistic planning of the future programmes • Reveals the effectiveness of the programme • Indicates strengths and weaknesses of the programme • Establishes “bench mark” • Provides objectives evidence and reliable information • Aids in getting familiar with the with the process and steps in programme evaluation • Provide useful information to serve as the basis for future improvements of the training programmes