In an academic setting, evaluation is used to draw a conclusion about a student’s skillset or knowledge, to track progress over time, to assess strengths and weaknesses, to classify students for selection or exclusion, and to encourage. The procedure follows a set of guidelines and typically involves some form of measurement. The evaluation process should be objective and repeatable as much as feasible. When given by two or more assessors, a trustworthy test should generate the same or similar results on two or more instances. The amount to be intended to measure whatever it claims to measure determines its validity.
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A procedure’s significance, adequacy, progression, efficiency, usefulness, and impact are all assessed in a methodical manner during evaluation. It is important if it responds to the needs, regulations, and priorities it was created to address; it is sufficient if it meets its prerequisites; it progresses if its activities are carried out according to a planned schedule; it is effective if it tends to make the best use of available resources dedicated to it; and it is beneficial if the findings acquired are in line with the objectives and goals for reducing the dimensions of an issue or improving an underlying condition. Its overall influence on people and the environment is defined as its impact.
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What is Evaluation?
The systematic assessment of an initiative’s design, execution, or outcomes for the sake of knowledge or decision-making is known as evaluation.
An evaluation should be as thorough and unbiased as feasible (UNEG, 2005). An assessment is rigorous, providing details that is credible, reliable, and valuable in order to allow users and funders to incorporate lessons gained into their decision-making processes (OECD, 2010). The process of gathering and integrating evidence is based on scientific research and, in most cases, social research methods (Rossi Lipsey and Freeman, 2004). Conclusions reached during evaluations have both an empirical and a normative component (Fournier, 2005). Evaluation is distinguished from other sorts of inquiry by its value aspect, which includes basic scientific research, clinical epidemiology, investigative reporting, and public polling.
Value, merit, worth, relevance, or quality are all factors considered in the evaluation process (Scriven, 1991). It could be used to figure out what works for whom, in what ways, to what amount, in what situations, and how (Pawson and Tilley, 2004). In order to comprehend achievements or lacks thereof, it may investigate predicted and achieved accomplishments, the outcomes chain, processes, situational factors, and causality (UNEG, 2005). Relevance, accessibility, comprehensiveness, integration, achievement of objectives, efficacy, impact, cost, efficiency, and longevity are all topics that can be evaluated (Patton, 1997; OECD, 2010). The evaluation process usually begins with the identification of relevant standards, followed by an analysis of performance against these standards, and finally, the integration or synthesis of the results to arrive at an overall assessment (Scriven, 1991; OECD, 2010).
Any type of initiative, such as programs, projects, sub-programs, sub-projects, and/or its aspects or elements, can be evaluated (Yarbrough et al, 2011; Scriven, 2003).
Evaluation can be used for decision-making, judgments, conclusions, findings, new understanding, organizational development, and capacity building in response to the needs of stakeholders involved, resulting in advancement, future programming decisions, and/or accountability, and ultimately informing social action that alleviates social problems and contributes to organizational or social value (Yarbrough et al, 2011; Patton, 1997).
What are the types of evaluation?
– Formative assessment refers to testing that occurs as part of the teaching/learning process, whether it is developmental or continuing. It should include giving the student feedback.
– Summative evaluation is a type of testing that occurs at the end of a term or course and is intended to determine how much a student has learnt and how well the course was taught.
– Criterion-referenced evaluation refers to comparing a person’s performance to an absolute standard, such as a benchmark.
What makes a good evaluation?
An evaluation that is well-planned and executed reaps more benefits for all stakeholders than one that is cobbled together hurriedly and retrospectively. Even if you think you don’t have the time, finances, or skills to conduct an evaluation, learning about the process early on and planning well will help you get through it.
The outcomes of the evaluation are likely to show that your program has both strengths and weaknesses. Your assessment should not just state whether the program was successful or not. Evidence that your program isn’t meeting all of its lofty goals can be difficult to take, but it can also help you figure out where you should focus your limited resources.
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