Learning outcomes

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

— Explain the need for evaluation and assessment of training courses.

— Design assessment instrument(s) for an agroforestry training course.

— Develop an evaluation system for a training course.

— Use participatory methods to evaluate training sessions.

Training strategies

Evaluation is often discussed in a rather theoretical way. In fact, it is very practical. Rather than being seen as simply an extractive tool used to provide data-on-demand, evaluation can actually foster continuous learning and enquiry. If learning is a natural part of life, then evaluation within a continuous process of action and reflection, should become part of life’s journey. As we presented the concept of adult learning based on a continuous process of action-reflection, evaluation can support this procedure of self-reflection and a sharing of those reflections with others. It can enhance our openness as individuals to listen to the experience of others and to integrate what is learned through this as part of our personal knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit). It is an individual, internalized development, and part of the human condition. Because it is so central to our lives, this topic moves away from the traditional view of evaluation being simply a measurement of what others can and cannot do. Instead, it focuses on evaluation as a central part of the entire learning process, and should be based on a participatory approach.

Key content

What is evaluation?

— Evaluation is an essential and continuous process. Often it is thought to be the final stage of curriculum a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process., development; in reality it should be an integral part of the entire curriculum development process.

— Evaluation considers what the curriculum is worth to those who are involved in its development, how well the curriculum is working, and how it can be improved, for present learners and for future ones.

— Evaluation should be participatory. All relevant stakeholders should be involved in the evaluation of the curriculum. The methods, criteria and indicators for evaluation need to be formulated very early in the process of curriculum development. Information a source of data or sensory input, organized or arranged into a pattern which can be interpreted. needs to be collected and analysed, and conclusions drawn.

Tips for trainers:

When designing an evaluation system for training courses, ask the following key questions, based on the ‘six helpers’:

— What is to be evaluated?

— Why is the evaluation necessary?

— Who should be involved in the evaluation?

— When should the evaluation be carried out?

— How should the evaluation be carried out?

— Where should the evaluation results be used?

Since we evaluate learning through a change in behaviour, a trainer should also ask:

— How have we (all participants) changed during this course?

— Against what do we measure this change?

— How can we ensure that key stakeholders really participate in the evaluation process, and own its outcomes?

The CIPP (Context, Input, Process, Product) model of curriculum evaluation (see page 175).

There are so many elements involved in teaching and learning which can be evaluated. For this reason, the CIPP model is useful since it provides a framework for a full evaluation of the curriculum context, inputs, process and products. By considering all these elements in an integrated way, we can carry out a useful and effective evaluation of a training course.

Assessment of learning

As part of the overall evaluation process, we need specifically to find out if the learners are actually learning (changing their behaviour) as a result of the training. This will show both the learners and us whether the training has been effective. Assessment is a means of finding out what learning is taking place. As well as specific knowledge, skills and attitudes, it may be important to measure other changes in behaviour related to ‘personality’, social skills, interests, learning styles, etc.

Methods of assessment

There is a very wide range of assessment methods used in teaching and learning. Some are oriented towards quantitative measurement and behaviour of learners (achieving the learning outcomes), and are often applied formally, perhaps through ‘examinations’.

These include:

— Objective a statement of what a learner is expected to learn by the end of a training course,expressed in terms which are specific, measurable, attainable, relevant and time-bound. testing (multiple-choice, short-answers, selection and recall…).

— Open-response questioning.

— Practical skill testing.

Other methods are more empowering of the learner. The learner may negotiate the type of assessment, and also be responsible for much of it. Self-assessment and peer-assessment are important approaches, and may include the following methods:

— Reflective journals and diaries.

— Visualized responses (Likert scales, ‘dots on charts’, posters with

presentations…).

— Success stories.

— Attendance at classes.

— Evaluation of perceived changes in individuals after the course, compared with their condition before the course

— Feedback to early submissions of assignments.

— Critical incident questionnaire.

— Case studies.

— Portfolio preparation.

Tips for trainers:

— Whichever methods are used, it is vital that you have clear and agreed criteria for assessment.

— The more you involve learners in identifying and negotiating these criteria, the deeper the learning is likely to be.

Learning outcomes

Training strategies

Key content

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