As part of their efforts to deliver insights and knowledge, educational institutions often develop programs and projects. However, some of these programs fail to deliver the desired outcomes. For instance, a program designed to allow students to understand a particular concept may fail to fulfil this purpose. The risk that the implementation of a program could be unsuccessful underscores the importance of evaluation. If they are to develop and adopt programs that have profound impacts on learners, institutions need to embrace evaluation as a key component of learning and development.
Evaluation: Definition and Importance
An understanding of the importance of evaluation begins with a definition of this concept. With regard to education, evaluation is concerned with assessing and measuring the impact of various learning activities (Mohan, 2016). Now that the definition of the concept of evaluation has been provided, the discussion can proceed to identify the factors that motivate organizations to undertake evaluations. That it allows the organizations to ensure student engagement is one of these factors (Pino-James, 2017). Through evaluation, the organizations are able to establish if learning activities are working and adopt measures that enhance the effectiveness of these activities so as to promote student engagement. Another reason why organizations conduct evaluations is that they are able to identify and implement the best practices (Harrison & Jakubec, 2013). For example, when an evaluation reveals that its traditional method is effective, an organization can adopt internet technologies. This example shows how evaluations help organizations to recognize the importance of updating their teaching methods.
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Evaluation Models
To aid organizations as they perform evaluations, a number of models have been developed. A model that integrates fundamental elements of pedagogy is among the evaluation frameworks that are in use. This model is the subject of a study that Pino-James conducted. He notes that this model focuses on the holistic development of learners. In addition to promoting academic performance, the model also aims to boost cognitive and emotional development. The ultimate objective of this model is to enhance student engagement (Pino-James, 2016). This model possesses numerous strengths that include promoting holistic student development and creating an environment that encourages collaboration among teachers and learners (Pino-James, 2016). Testing and grading constitute another assessment model. Essentially, this model involves administering exams with the aim of establishing that learners have understood the concepts covered in class. Despite its wide adoption, questions have been raised about this model’s effectiveness and reliability. In particular, there are concerns that the model merely encourages cramming instead of assessing student competence and the effectiveness of teaching strategies (Tullis et al., 2018). It is evident that the pedagogical model is better than testing and grading. This is because the former model challenges leaners to become involved in the learning process while the latter reduces students to mere and passive recipients of teaching.
While they are the most commonly applied models, the evaluation approaches discussed above are certainly not the only ones. A model that incorporates feedback from learners is another framework for evaluating learning activities. Essentially, this model involves seeking the thoughts and perspectives of the learners regarding the impact and effectiveness of the activities (Harrison & Jakubec, 2013. The key advantage of this model is that it recognizes students as important stakeholders whose opinions are important. Perhaps the only shortcoming of this model concerns reliability. Students may offer feedback that does not provide an accurate reflection of the effectiveness of learning activities. The organization for which I work has adopted an evaluation method that I think is effective and superior to the others. Essentially, this model combines the different frameworks to develop a unified approach. It involves stakeholder feedback, testing and direct observations to ensure that learning outcomes have been achieved. The model that my organization has adopted echoes that developed by Donald Kirkpatrick. He identified four steps that constitute the evaluation process: reaction, learning, behavior and results (Marvin, Lee & Robson, 2010). The main advantage of this model is that it is simple and can easily be adopted by organizations that wish to enhance the impact of learning activities.
All the models described above are based on theoretical frameworks. There are theories which underpin the models and explain how they function. The implication of this fact is that the adoption of theory can help organizations to integrate effective evaluation methods into their operations. For example, Kirkpatrick’s model stipulates that effective evaluation rests on seeking feedback, examining results, assessing the impact of learning on behavior and ensuring that the learning initiatives have a generally positive effect on organizational dynamics (Marvin, Lee & Robson, 2010). If they wish to see an improvement in the impact of their evaluation processes, organizations should adopt the model that Kirkpatrick developed. The success that my organization has witnessed is evidence that this model works.
References
Harrison, M., & Jakubec, M. (2013). Evaluating learning activities: a design perspective. Retrieved September 25, 2018 from http://www.eurodl.org/materials/special/2015/Oslo_Harrison_Jakubec.pdf
Marvin, S., Lee, L., & Robson, F. (2010). The evaluation of learning and development in the workplace. A review of the literature. Higher Education Funding Council for England. Retrieved September 25, 2018 from https://www.northumbria.ac.uk/static/5007/hrpdf/hefce/hefce_litreview.pdf
Mohan, R. (2016). Measurement, evaluation and assessment in education. Delhi: PHI Learning Pvt. Ltd.
Pino-James, N. (2017). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 26 (3), 456-79.
Tullis, J., Miller, E., Yakaboski, K., & Selby, L. (2018). Ineffective standardized tests in North Carolina: moving towards stealth assessments and inspections. Roosevelt Institute. Retrieved September 25, 2018 from http://rooseveltinstitute.org/wp-content/uploads/2018/04/Roosevelt_10-Ideas_-Education_Ineffective-Standardized-Tests-in-North-Carolina-1.pdf
