Good practices in evaluation

CEGOS ©2007 Page 1 of 3

1) Behavi ours appropri ate to formati ve eval uati on
Ensure that people are supportive of each other within the group
Remind participants that people have the right to make a mistake: that’s how they learn
Listen carefully, and observe non-verbal signals
Play the role of a benevolent resource in relation to those who are learning: "I'm here to
ensure that you all make it."
Question yourself, and tailor your methods and pace to the needs and reactions of the group
Rely on cooperation within the group
Give quick and precise feedback, basing your arguments on what is being covered in the
training, what has been learned and points for improvement
Adhere to an essential rule of ethics: even when training is dealing with interpersonal skills,
you evaluate behaviours, and never people themsel ves, using significant facts
Formative evaluation is generally never presented as such to the learners: any learning
activity can potentially be a source of information for the trainer. The trainer announces the
learning activity (for example, a role play, small group work, or a quiz show) and then uses the
information gathered to tailor the programme
2) How to offer feedback and provi de correcti on
Debriefing a simulation or role-play exercise
Question the learners:
How did it go?
What did you feel?
Were you able to say you had prepared fully?
Was it difficult and if so, why?
Ask the group or the observers to make their comments and refer to the observation matrix
they were given prior to the start of the simulation
Then share your own ideas, based on the observable significant facts
If the sequence was filmed, show a significant extract, with the actors' agreement
Evaluating what has been learned during training

CEGOS ©2007

Page 2 of 3

Analysis after an oral presentation:
When a learner has presented an account to the group:
Leave the room with the learner
Ask the group to note down their factual observations
A volunteer should make notes on the flip chart
Another observer is the 'time-keeper'. As soon as the trainer and the learner have left the
room, the 'time-keeper' starts a stopwatch, to make sure that the group's discussions do not
last more than 3 minutes
Outside in the corridor, the trainer asks the learner how it went, what they felt (stage fright,
etc) and then, once they have finished their discussion, makes their own comments (still
factual, and offering their advice)
Once the time is up they go back into the room
The learner reads the comments on the flip chart out loud. They make their own comments,
and then take the sheet from the flip chart and copy the comments into their action book
If the presentation was filmed, suggest to the learner who gave the presentation that they view
a significant extract from the video
This process allows the learner to get the full picture in terms of feedback: from the other learners,
from the trainer, face to face and finally from the video, as well as a written record
Analysis after an exercise or case study
First of all ask for feedback from the sub-group that seemed to you to have the most
difficulties (otherwise, they will have nothing to say after the other teams have had their turn)
Then ask for feedback from the other sub-groups
Highlight all the strong points from the feedback (form and content)
Indicate clearly the effective method(s) for resolving the problem set and the right answer(s),
referring to points that have been covered earlier on in the training
Hand out a corrected version of the exercise or case study, setting out the reasoning to be
gone through and the answers

Evaluating what has been learned during training

CEGOS ©2007

Page 3 of 3

3) Carryi ng out summati ve eval uati on
Behaviours appropriate to summative evaluation
Warn the learners at the start of the training that there will be an evaluation. Explain how the
evaluation will be carried out, whether or not they can have more than one attempt, and so on
Check that the content of the evaluation has actually been covered at the same or a higher
level of complexity and demand during the training
Check that the learners have been told what the evaluation criteria are
Check that the learners have been told how the evaluation will be carried out (quiz, simulation,
supporting a thesis in front of a panel, etc.)
Give the learners the chance to practise by putting them in situations that are as close as
possible to the final evaluation situation
Give each learner feedback on their evaluation, so as to put them in a situation where they
can continue to develop their learning