TERM 2. SESSION 3. EVALUATION AND ASSESSMENT – summative and formative THE REFLECTIVE PRACTITIONER THE CUSTOMER’S PERSPECTIVE

WHAT WE HAVE DISCUSSED SO FAR NEEDS COURSE DESIGN THE COMPANY MATERIAL COMMUNICATION GAMES

DESIGNING A COURSE AIM – OBJECTIVES SMART specific, measurable, attainable, relevant, timebound SYLLABUS COMPONENTS context, discourse, structure, threads learnable, achievable NEGOTIATING THE SYLLABUS Trainings intensive, extensive, workshops, blended learning

DESIGNING A COURSE INSTRUCTIONAL DESIGN/INSTRUCTIONAL SYSTEMS DESIGN (ISD) IS THE PRACTICE OF CREATING "INSTRUCTIONAL EXPERIENCES WHICH MAKE THE ACQUISITION OF KNOWLEDGE AND SKILL MORE EFFICIENT, EFFECTIVE, AND APPEALING” THE PROCESS USES: PEDAGOGICAL (PROCESS OF TEACHING) AND ANDRAGOGICAL (ADULT LEARNING) THEORIES OF LEARNING HAPPENS IN STUDENT-ONLY, TEACHER-LED OR COMMUNITY-BASED SETTINGS BLOOM’S TAXONOMY

DESIGNING A COURSE The outcome of this instruction is o observable o scientifically measured o completely hidden and assumed Most instructional design models are based on: ADDIE analysis design development implementation evaluation

DESIGNING A COURSE Robert Gagné Gaining attention: To ensure reception of coming instruction Informing learners of objectives: Expectancy Stimulating recall of prior learning: Retrieval Presenting the stimulus: Selective perception Providing learning guidance: Semantic encoding Eliciting performance: Responding Providing feedback: Reinforcement Assessing performance: Retrieval Enhancing retention and transfer: Generalization FOLLOW-UPS

AND TODAY: EVALUATION AND ASSESSMENT – summative and formative THE REFLECTIVE PRACTITIONER THE CUSTOMER’S PERSPECTIVE

EVALUATION IT IS CRUCIAL: SUPPORT AND SHAPE HOW TEACHING/TRAINING IS DONE Questions Collect relevant information Make judgements Needs analysis – a form of evaluation

KIRKPATRICK 5 LEVELS OF EVALUATION Learner’s reaction to teaching/training Learning – what has actually been learnt Transfer – how work-relevant it is Results – what is the business impact ROI – what benefits teaching/training has

TESTING AND EVALUATION PLACEMENT DIAGNOSTIC PROGRESS OR ACHIEVEMENT PROFICIENCY TESTS FORMATIVE SUMMATIVE ILLUMINATIVE

TESTING AND EVALUATION REQUIREMENTS WHAT DO WE WANT TO TEST? VALIDITY AND RELIABILITY ( TESTS WHAT IT IS SUPPOSED TO TEST; CONSISTENT RESULTS) HOW TO COMPILE TESTS? WHAT TYPE OF TESTS? PILOTING WRITTEN VS ORAL EXAMS FEEDBACK CONTINUOUS ASSESSMENT LEARNER’S DIARY TEACHER’S DIARY

TESTING LEARNERS FLUENCY COMPLEXITY ACCURACY INTELLIGIBILITY QUESTIONNAIRE TESTS INTERVIEWS CASE STUDY OBSERVATION - BEHAVIOUR EXAM

FEEDBACK DAILY WEEKLY, etc. FINAL APPRECIATIVE INQUIRY

THE PRACTITIONER THE REFLECTIVE ONE: CONSCIOUS REFLECTION on what is going on in the room Being up-to-date Diaries ACTION RESEARCH is a disciplined process of inquiry conducted by and for the practioner with the primary reason for improving and/or refining his or her actions

ACTION RESEARCH is a disciplined process of inquiry conducted by and for the practioner with the primary reason for improving and/or refining his or her actions

STEPS OF ACTION RESEARCH Selecting a focus Clarifying theories Identifying research questions Collecting data Analyzing data Reporting results Taking informed action 1.Find an area to examine and improve 2.Plan the change 3.Act 4.Observe the results of the action 5.Reflect on the results Evan Frendo

PURPOSE OF ACTION RESEARCH Building the reflective practitioner Making progress on priorities Building professional cultures

WHY WE NEED AN ACTION RESEARCH Professionalize teaching/training Enhance the motivation and efficacy of people concerned Meet the needs of a diverse audience Achieve success, satisfy learners/trainees/employer/customer, etc.

THE CUSTOMER’S PERSPECTIVE No matter how satisfied learners and teachers are, it is the customer whose requirements/expectations should be met (as well). Benefits for the organization ASPECTS: Opportunity costs Waiting costs Interference costs COST/BENEFIT RELATIONSHIP PAYBACK – THE COST-BENEFIT RATIO - RETURN ON INVESTMENT Evan Frendo

TRAINING EVALUTION What questions to ask Length What scale to use Likert scale

SUMMARY