TYPES OF EVALUATION

 This type of evaluation is concerned with finding out the reasons for student’s
1. DIAGNOSTIC EVALUATION

persistent or recurring learning difficulties that cannot be resolved by standard

 The aim of diagnostic evaluation is to find out the causes of learning problems and
corrective measures or formative evaluation.

plan to take remedial actions.

 Evaluates a program during development in order to make early improvement.

2. FORMATIVE EVALUATION

 Begins during project development and continues throughout the life of the project.
 “A quality control method to improve the effectiveness”
 Intent to assess ongoing project activities and provide information to monitor and

 Become a major technique for ensuring quality and consistency of improvement

improve the project.

process.

 Conducted after the completion of the program design.

3. SUMMATIVE EVALUATION

 Most objective way to document the strengths and weakness.

 Involves gathering information on adequacy and using this information to make

 Looks at the result.

decisions about utilization.

 It is the process of collecting, examining and interpreting data and information in

4. CONFIRMATIVE EVALUATION

order to determine the continuing competence of learners or the continuing

 “New paradigm for continuous improvement”.

effectiveness of instructional materials.

 Builds on the findings and recommendations generated during formative and

summative evaluation.

IMPORTANCE / PURPOSE OF EVALUATION



To assist in the early phase of program development.


Helps to refine and improve program.


Provides information on program effectiveness.


Help to decide whether to continue or end a program.


Help to determine whether a program should be expanded to other locations.


To provide continuous quality control over the life cycle of a instructional material.
Identifies, explains and confirms the value of a instructional material.
LIMITATIONS OF EVALUATION

 Larger body of smaller studies examining

the effectiveness of the introduction of


new instructional materials.
May be difficult to receive results in a


timely manner.
Training is necessary.

MODELS, CONCEPT AND FORMAT OF EVALUATION OF EVALUATION

 Use the basic Instructional System Design (ISD)

GEIS AND SMITH MODEL

Model ADDIE (Analyze, Design, Develop,

Implement, Evaluate) to illustrate when to evaluate
PT intervention.

DESSINGER – MOSLEY 360˚ MODEL

 Uses spiraling concentric circle to represent “the proactive and iterative nature of
evaluation”. In fact, the authors may literally set the concentric circles spinning to
reinforce that evaluation should be continuous”.

COMPARISON OF THE HPT MODEL AND THE DESSINGER – MOSELY 360˚

EVALUATION MODEL
HPT Model Dessinger-Mosely Mode

Performance Analysis Evaluate analysis process and products

Cause Analysis
Intervention Selection
Intervention Design
Formative Evaluation
Summative Evaluation
Confirmative Evaluation
Intervention Implementation
Change
Evaluate design/development(or selection)
process and products
Evaluate all evaluation processes and products-
Meta Evaluation
Evaluate immediate user reaction
Evaluate immediate user accomplishment
Evaluate on-the-job transfer
Evaluate organizational impact
KIRKPATRICK EVALUATION MODEL
Originally developed the model in 1959 to
clarify the concept that the potential for evaluating
training programs exists at four levels.
Specifically addresses training programs, it
is widely used by both Instructional Systems
Design and Performance Technology practitioners
because it provides “not only common language,
but also common tool that lets us compare
results.”

CONCEPTS OF EVALUATION

Evaluation Processes Learning and Work Environment

The Organization
1. Results (Summative Evaluation)
- It measures the effectiveness of the initiative.
- It provides information that is of increasingly significant value as it proves the
worth of a learning and performance process.
The Work Environment
2. Performance (Formative Evaluation)
- it involves testing the learning capabilities to perform learned skills while on the
job
- it can be performed formally (testing) or informally (observation)

Learning Environment
3. Learning (Formative Evaluation)
- it is extent to which learners improve knowledge, increase skill and change
attitudes as a result of participating in a learning process.
There are two parts of this process:
3.a Gathering of information or evidence.
3.b Judging of the information.
People
4. Motivation ( Formative Evaluation )
- It is how the learners perceive and react to the learning and performance
process.
- It measured with the attitude questionnaires that are passed out after most
training classes
GROUP LEADER : BRENDA B. TUYAC

SPEAKERS : JhoN KEVIN P. CAGUIMBAL

ZYRILLE D. ANABAN
MASTERS OF
CEREMONY : JOVELIT A. LIME &
FERLHYN P. SORETA

TECHNICAL : JAY CHRISTIAN R. ALIM

MOTIVATION : RENE JEAN P. BOLANTE

VANESSA M. CORONIA
MILTOP r. BADEO

DOCUMENTATION : DANIEL MAURICIO