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Needs Assessment, the importance of M&E

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Presentation on theme: "Needs Assessment, the importance of M&E"— Presentation transcript:

1 Needs Assessment, the importance of M&E
Session 2: Pedagogy Skills Workshop (1 mins) • Introduce the session 1

2 Monitoring and evaluation
Assess Design Develop Implement Evaluate Slide 2-3 (5 mins) Assessment covers those activities undertaken by the trainer to assess whether the training is understood by the learners and to identify whether the training needs to be modified to improve training success. During this process trainers gather information about the learners needs and uses these needs to guide (funnel) their thinking about the workshop design Highlight the learning objectives for the session and that in this session the terms ‘assessment’ and M&E are used interchangeably. Assessment Kevin Chen2003, Wikimedia

3 Learning Objectives By the end of this session, you will:
Know why undertaking M&E (assessment for learning) is important Know the difference between formative and summative assessment techniques Recognise that training is an iterative process and be able to adjust your approach based on participant feedback

4 What is Assessment? (5 mins)
• Ask participants to define ‘assessment’ and why it is an important process?

5 What is Assessment? “all those activities undertaken by trainers -- and by their participants in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities.” This is a general definition that applies to trainers, but the emphasis on the iterative element can apply, in a broader sense, to other activities and professions. Black, P. & Wiliam, D Inside the Black Box: Raising standards through classroom assessment, King’s College, London 5 mins Show the definition of assessment which is taken from the academic paper "Inside the Black Box: Raising standards through classroom assessment". Ask how could this definition applies to participants’ training contexts?

6 Formative Summative Assessment
(3 mins) There are two types of assessment formative and summative. Formative arises during the design, development and delivery of the training course. During training formative assessment informs the trainer of any modifications they need to make to the content or their training style while training is happening – i.e. in real-time. Summative assessment occurs at the end of the training session and tells the trainer how successfully the participants have achieved the learning objectives / outcomes. Show slide 6 and tell participants there are two types of assessment methods. Show slide 7 and define the two methods. Assessment L.Miguel Bugallo Sánchez, Wikimedia

7 When to assess learning?
Two primary categories: Formative: Occurs while the training is being designed, developed, and delivered. Summative: Usually completed immediately after training is finished Can also be conducted over the course of weeks or months after training.

8 Pre-training assessment
M&E cycle During training Post-training Pre-training assessment (5 mins) Monitoring and evaluation is a journey. It starts before any training is designed and is delivered with an investigation into the current knowledge, skills and attitudes of the workshop participants. This first stage determines the training needs of the participants and informs the design and delivery of the workshop. During the workshop the trainer continues to make assessments about the participants’ needs and their ability to meet the workshop objectives. This can result in last minute changes to the course content in order to improve the learning process for the participants. It also demonstrates that the trainer is continually responding to their training needs (and focused on building on their pre-existing knowledge). At the end of training, a trainer will assess the effectiveness of training – usually straight away at the end of the course, but in some cases the trainer may follow up 3 months later to see what impact the training has had on the participants’ work and their ability to retain or build on the skills / knowledge by themselves. M&E is a continuum; each stage feeds into the other and informs the decisions made at each stage. M&E is valuable because it gives the trainer evidence of their effectiveness in training & can help you to lobby for more resources in your organisation! Summative assessment Formative assessment

9 “a window of opportunity”
Pre-Assessment? Slide (5 mins) Needs assessment is an essential step to understanding the ‘needs’ and knowledge-gaps of the participants. It offers the trainer a ‘window of opportunity’ to understand what the training participants would like to know before they attend the course, which in turn informs their design and delivery decisions. However, needs assessment tools should be used with a degree of caution. Although they give us a snapshot of current needs, the trainer should test their ‘assessments’ during the training course to check their evaluation of ‘needs’ is correct. Before you show Slide 9, ask the participants to give examples of needs assessment methods, tools etc. Needs Assessment “a window of opportunity”

10 Pre-assessment methods
Needs analysis questionnaire or survey Pre-diagnostic surveys Pre-training tasks Scoping exercises Context analysis Audience analysis Attitude analysis Focus groups One on One interviews 5 mins [Slide 10] Discuss the different types of need assessment tools. Ask one or two participants to share examples of the tools or techniques they use in their training.

11 Assessment during training
There are several ways to evaluate the effectiveness of training while it is taking place ... For example... Slide (3 mins) • There are several ways to assess participants during training. Two examples are; questioning and instant response tools. Questioning participants' comprehension of a learning concept is an immediate way to assess learning. This is a formative technique which requires participants to elaborate key learning points or explain their understanding by using open and clarifying questions.

12 Questions Closed Open Clarifying Solomon203, Wikimedia 5 mins
• Ask the participants to give examples of open, closed and clarifying questions. • Ask one or two participants to comment on why closed questions are not an informative question type. Clarifying Solomon203, Wikimedia

13 Instant response tool Traffic light system
Don’t understand, I need help! I’m confident, and ready to try in-dependently I partially understood, but require some points clarifying Traffic light system (3 mins) • Finding a non-threatening and anonymous way of getting feedback from a participant about their comprehension or confidence in applying new concepts - is a challenge. The traffic light system can help trainers to overcome this challenge by asking participants to indicate - using the colours red (don't understand), amber (partially understand) and green (confident & understand completely) - to indicate how they feel about a task or a learning concept. • Invite the participants to comment on whether this would work in their contexts or suggest a variation that might work better.

14 During training delivery methods
Quizzes / mini questionnaires Participant demonstrations / presentations Mood / confidence indicators Practicals / group activities Games Probing questions Focused discussions Reflective exercises (3 mins) • Show the slide. Discuss the other in-training assessment methods. • Invite the participants to comment on whether they use these methods in their contexts, and to suggest a variation that might work better.

15 Summative assessment There are several ways to evaluate the effectiveness of training after training is conducted. Post training questionnaires Post training debrief Post training task / activity Interviews Reflective journals Recorded observations (5 mins) Summative assessment happens at the end of the training session or programme. It tells the trainers the extent to which the learning objectives (and outcomes) have been met or what the training impact was overall. The results are fixed and cannot be altered unlike the formative assessment methods, where the results can be improved if the trainer responds to feedback! Here are some examples of the ways you can evaluate the effectiveness of training. Discuss as a group the common methods they use to evaluate training and long-term impact.

16 What training assessments do you make?
Task What training assessments do you make? Discuss in groups - 30 minutes Assessment = Monitoring & Evaluation Slide (30 mins) The task is designed to help the participants think about the different types of monitoring and evaluation (i.e. assessment) they use in their training. The aim of the task is for participants to be able to identify which assessment methods are formative (happening before and during the training) and which are summative. In addition, the participants should begin to explore the value of M&E at the individual, organisational and societal level. For instance, at the individual level we have already discussed how feedback can improve the training delivery, for the participant it can also tell them how well they are performing. At the organisational level, M&E can help the trainer demonstrate the success of training and compete for limited resources. In society, one could argue that M&E is useful in showing accountability to donors (who may have supported the training) and proving employability skills to future employers. Introduce the task and answer clarifying questions. The task should be completed in groups and will result in a group resource which will be discussed in the group. This resource is shown in slide 19 and is taken from the following resource: Training toolkit: Monitoring and evaluation for information literacy training initiatives in Africa, a journey approach On post it notes quickly jot down what M&E helps you achieve, identify or implement? For instance, does M&E data help you plan your training sessions (i.e. achieve), or does M&E data tell you about the skills gap of your training cohort (i.e. identify) and do you use M&E data to lobby for additional resources or offer particular services based on your users demand(e.g. implement)? Write one outcome on each post-it note and then try to identify clusters of information. You can create your own cluster groupings but to get help you get started you might find that some outcomes cluster around the theme of ‘learning’ or lobbying etc. Spend a few moments discussing the benefits and outcomes of undertaking M&E at the individual, organisational and societal levels. Inform the participants that a copy of this resource can be downloaded from the link provided above.

17 The M&E I undertake are….
Task List your approaches & cluster into formative / summative groups: Example 1 The M&E I undertake are…. Example 3 10 mins Share definitions with the group & headings under which you have clustered this type of assessment revisiting the questions: Discuss why you perform assessments… What do the assessments help you to identify, achieve or implement? What cluster headings have you identified? Example 2 Example 4

18 Discuss & write examples under appropriate heading
Task 5 mins Show the slide, and depending on time, ask the participants to share 3 or 4 examples of pre-assessment and post-assessment methods. For instance, pre-training surveys is an example of a pre-assessment method. A post-assessment method could be evidence taken from a learning journal Discuss & write examples under appropriate heading

19 Task Reveal the slide and highlight the examples that didn’t come up in your conversation.

20 What outcomes will these assessment methods achieve at:
Task What outcomes will these assessment methods achieve at: trainer level individual level institutional / organisational level societal level 5 mins Finally, ask participants to think about the benefits of gathering M&E data at the organisational, trainer, individual and societal level. Spend a few moments talking about this benefits in a group discussion. Potential responses include: a better understanding of my training cohort’s current skills (trainer level); the ability to identify the subject areas I need to learn more about (individual level); increase in our students’ academic achievements (institutional level) and employees with better work-based skills (societal level)

21 Importance of M&E M&E should be woven into the course design, development and delivery Summative assessment provides evidence of impact, training quality and learning Evidence can bring about positive changes in institution (leverage more resources, support…) in individuals (better grasp of concepts) in society (accountability, employability) Slide (3 mins) • Conclude the session by revisiting the importance of M&E and share the link to the M&E toolkit resource (which goes into a lot of detail about M&E, although it looks specifically at Information Literacy training – M&E is a generic topic so the methods, tools and techniques can be applied to any discipline).

22 Share the link to the M&E toolkit resource (which goes into a lot of detail about M&E, although it looks specifically at Information Literacy training – M&E is a generic topic so the methods, tools and techniques can be applied to any discipline).

23 Learning Outcomes By the end of this session, you will:
Be able to identify formative and summative assessment methods Understand why you use a range of techniques to assess knowledge and fill learning gaps Begin to be more focused on assessment in your training Finally, share the lesson outcomes. • Are these achievable? Would participants like to add other learning outcomes to the list?

24 Course materials developed by Siobhan Duvigneau
Information Literacy manager, IDS You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work to make commercial use of the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. 17/09/2018


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