This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.

1. Programme Evaluation
Conducting the Programme Evaluation
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JRF (UGC)

2. If the Goal of Evaluation is…
… to improve a program
Then no evaluation is good unless
findings are used to make a difference
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3. Programme Evaluation
 Any evaluation to examine and assess
the implementation and effectiveness of
specific instructional activities in order to
make adjustments or changes in the
activities is often labeled "process or
programme evaluation.”
 The focus of process evaluation
includes a description and assessment
of the curriculum, teaching methods
used, staff experience and performance,
in-service training, and adequacy of
equipment and facilities.
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4. When to Conduct Evaluation?
 The stage of program development
influences the reason for program
evaluation.
o The design stage.
o The start up stage.
o While the programme is in progress.
o After the programme wrap up.
o Long after programme finishes.
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5. Steps of conducting
evaluation
1. Planning for Evaluation-Identify the
problem, Renew program goals.
2. Identify stakeholders and their needs-
Identify and contact evaluation
stakeholders,
3. Determining the evaluation purpose -
Revisit the purpose/objectives of evaluation
4. Decide who will evaluate-Decide if
evaluation will be in house or contracted
out.
5. Report results
6. Justify Conclusions
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6. 1. Planning for Evaluation
Identify the problem.. And renew the goals
The mission and objectives of the
instructional program should be focused.
Include information about its
purpose, expected effects, available
resources, the program’s stage of
development, and instructional context.
Descriptions set the frame of reference for all
subsequent planning decisions in an
evaluation.
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7. Planning for Evaluation
o Determine data-collection methods,
o Create data-collection instrument,
o Test data-collection instrument,
o Evaluation of collected data.
o Summarize and analyze the data,
prepare reports for stakeholders
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8. Planning for Evaluation
Gather data
 Data gathering focuses on collecting
information that conveys a holistic
picture of the instructional program.
 Data gathering includes consideration
about what indicators, data
sources and methods to use,
the quality and quantity of the
information, human subject protections,
and the context in which the data
gathering occurs.
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9. Create an evaluation plan
 The evaluation plan outlines how to
implement the evaluation including:
i. Identification of the sponsor and
resources available for implementing
the plan,
ii. What information is to be gathered,
iii. The research method(s) to be used,
iv. A description of the roles and
responsibilities of
sponsors and evaluators.
v. A timeline for accomplishing tasks. 9Puja Shrivastav

10. 2. Identify stakeholders and their
needs
 Stakeholders are the individuals and
organizations involved in program
operations,
 Those served or affected by the
program, and the intended users of the
assessment or evaluation.
 Stakeholder needs generally reflect the
central questions which they have about
the instructional activity, innovation, or
program.
 Determining stakeholder needs helps to
focus the evaluation process so that the
results are of the greatest utility.
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11. Three principle groups of
stakeholders
 Persons Involved in Program Operations
◦ Staff and Partners
 Persons affected or served by the
program
◦ Clients, their families and social networks,
providers and community groups
 Intended users of the evaluation findings
◦ Policy makers, managers, administrators,
advocates, funders, and others
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12. 3. Determining the evaluation
purpose
Three general purposes for instructional
evaluations are --
a. Gain Insight -
o Assess needs and wants of community
members
o Identify barriers to use of the program
o Learn how to best describe and measure
program activities
b. Change Practice - to improve the quality,
effectiveness, or efficiency of instructional
activities.
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13. Determining the evaluation purpose
◦ Refine plans for introducing a new practice
◦ Determine the extent to which plans were
implemented
◦ Improve educational materials
◦ Enhance cultural competence
◦ Verify that participants' rights are protected
◦ Set priorities for staff training
◦ Make mid-course adjustments
◦ Clarify communication
◦ Determine if client satisfaction can be improved
◦ Compare costs to benefits
◦ Find out which participants benefit most from the
program
◦ Mobilize community support for the program
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14. Determining the evaluation
purpose
c. Measure Effects of program– to examine
the relationship between instructional
activities and observed consequences
◦ Assess skills development by program
participants
◦ Compare changes in behavior over time
◦ Decide where to allocate new resources
◦ Document the level of success in
accomplishing objectives
◦ Demonstrate that accountability requirements
are fulfilled
◦ Use information from multiple evaluations to
predict the likely effects of similar programs
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15. Determining the evaluation purpose
d. Affect on participants-
◦ Empower program participants (for example,
being part of an evaluation can increase
community members' sense of control over the
program);
◦ Supplement the program (for example, using a
follow-up questionnaire can reinforce the main
messages of the program);
◦ Promote staff development (for example, by
teaching staff how to collect, analyze, and
interpret evidence); or
◦ Contribute to organizational growth (for
example, the evaluation may clarify how the
program relates to the organization's mission).
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16. Determining the evaluation purpose
◦ Reinforce messages of the program
◦ Stimulate dialogue and raise awareness
about community issues
◦ Broaden consensus among partners
about program goals
◦ Teach evaluation skills to staff and other
stakeholders
◦ Gather success storie
◦ Support organizational change and
improvement
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17. Identify intended uses
 Intended uses are the specific ways
evaluation results will be applied.
 They are the underlying goals of the
evaluation, and are linked to the
central questions of the study that
identify the specific aspects of the
instructional program to be examined.
 The purpose, uses, and central
questions of an evaluation are all
closely related.
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18. 4. Decide who will evaluate
 Decide who will evaluate-Decide if
evaluation will be in house or
contracted out.
In house – Principal, Teachers,
Students, or Parents.
Out – Some agencies can be hired to
help out, Retired professional of same
stream etc can also evaluate the
program.
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19. 5.Reporting Results
Analyze data
 Data analysis involves identifying
patterns in the data, either by isolating
important findings (analysis) or by
combining sources of information to
reach a larger understanding (synthesis),
and
 Making decisions about how to
organize, classify, interrelate, compare,
and display information.
 These decisions are guided by the
questions being asked, the types of data
available, and by input from
stakeholders.
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20. Report results
 Factors to consider when reporting results, or
dissemination, include tailoring report content
for a specific audience, explaining the focus
of the study and its limitations, and listing
both the strengths and weaknesses of the
study.
 It may also include the reporting of active
follow-up and interim findings.
 Reporting interim findings is sometimes
useful to instructors or staff in making
immediate instructional adjustments.
Cont..
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21. Report results
 Describe the accomplishments of the
program, identifying those instructional
elements that were the most effective;
 Describe instructional elements that
were ineffective and problematic as
well as areas that need modifications
in the future; and
 Describe the outcomes or the impact
of the instructional unit on students.
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22. Report results
 Complete documentation will make
the report useful for making decisions
about improving curriculum and
instructional strategies.
 In other words, the evaluation report
is a tool supporting decision making,
program improvement, accountability,
and quality control in curriculum.
 This will help in reframing the
curriculum ….if needed.
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23. Make conclusions and
recommendations
 Conclusions are linked to the evidence
gathered and judged against agreed-
upon standards set by stakeholders.
 Recommendations are actions for
consideration that are based on
conclusions but go beyond
simple judgments about efficacy
or interpretation of the evidence
gathered.
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24. Justify the Conclusions
 Conclusions become justified when
they are linked to the evidence
gathered and judged against agreed-
upon values set by the stakeholders.
 Stakeholders must agree that
conclusions are justified in order to
use the evaluation results with
confidence.
The principal elements involved in
justifying conclusions based on
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25. Justify the Conclusions
 Standards- Standards reflect the values
held by stakeholders about the program.
They provide the basis to make program
judgments.
 Analysis and synthesis- Analysis and
synthesis are methods to discover and
summarize an evaluation's findings.
 Interpretation- Interpretation is the effort to
figure out what the findings mean.
Uncovering facts about a program's
performance.
 Judgements- Judgments are statements
about the merit, worth, or significance of the
program.
 Recommendations-Recommendations are 25Puja Shrivastav

26. Standards for Effective Evaluation
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Standards
Utility
Feasibility
Propriety
Accuracy
Engage
stakeholders
Steps
Describe
the program
Gather credible
evidence
Focus the
Evaluation
design
Justify
conclusions
Ensure use
and share
lessons learned
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27. The Four Standards
 Utility: Who needs the information
and what information do they need?
 Feasibility: How much money, time,
and effort can we put into this?
 Propriety: What steps need to be
taken for the evaluation to be ethical?
 Accuracy: What design will lead to
accurate information?
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28. Standard: Utility
Ensures that the information needs of
intended users are met.
 Who needs the evaluation findings?
 What do the users of the evaluation
need?
 Will the evaluation provide relevant
(useful) information in a timely
manner?
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29. Standard: Feasibility
Ensures that evaluation is realistic,
prudent, diplomatic, and frugal.
 Are the planned evaluation activities
realistic given the time, resources, and
expertise at hand?
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30. Standard: Propriety
Ensures the evaluation is conducted
legally, ethically, and with due regard
for the welfare of those involved and
those affected.
 Does the evaluation protect the rights of
individuals and protect the welfare of
those involved?
 Does it engage those most directly
affected by the program and by changes
in the program, such as participants or
the surrounding community?
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31. Standard: Accuracy
 Ensures that the evaluation reveals
and conveys technically accurate
information.
Will the evaluation produce findings
that are valid and reliable, given the
needs of those who will use the
results?
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32. Utilizing the Evaluation Result
 The evaluator records the actions, the features
and experiences of students, teachers and
administrators. People who read the report will
be able to visualise what the place looks like and
the processes taking place. Thus the reader will
understand the area’s for requirement of
improvement.
 The evaluator interpret and explains the meaning
of events reported by putting it in its context. For
example, why academically weak students were
motivated to ask questions; why reading
comprehension skills improved; why enthusiasm
for doing science experiments increased and so
forth.
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33. Utilization of Evaluation
Result
 Use of Available resources-
organization of staff for learning,
Administrative and physical
conditions.
 Decision area of Teacher- identifying
the objective, selection of teaching
learning process.
 Communication- Properly done with
the stakeholders.
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34. Utilization of Evaluation
Result
 The Results ensures that the
information needs of intended users
are met/ or not. If not then further
recommendations can be used which
are made by the evaluator.
 The feedback obtained could be used
to revise and improve instruction or
whether or not to adopt the
programme before full implementation.
 Development of overall programme or
curriculum.
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