Chapter 8

Evaluation in Distance Education &

eLearning
Course Evaluation
«Evaluation of a program is to determine its value»

aims to:
• improve the educational process and educational
outcome
• so that education to be effective

"When evaluating our adult education activities there

is a predominant concern: whether learners learn or
not. This should be the final criterion.
The goal of effective training is to learn the learner
(Rogers, 2002).
Course Evaluation

It is important to start or continue your career as a

trainer with a commitment for continuous self-
assessment
• reflects on the improvement of the quality of
teacher’s training services

• contributes decidedly to upgrading the entire field

of continuing education and training

• promotes the process of learning and emotional

involvement in the educational process.
Course Evaluation

Evaluation of a program can be done in 3 time - stages

• diagnostic or initial evaluation

"Where do we start and where do we want to go?“

• formative or mid-term or evaluation

"Where did we start and where did we get so far?"

• summative or final evaluation

"What goals did we set and where did we finally
arrive?"
 Course Evaluation
The “summative evaluation” as an important fact for
feedback on the educational project

• It is a final assessment of processes and learning

results
• reflects on the extent to which the educational goals
have been achieved, as well as evaluating the
contribution of the methodological choices made
• means of reviewing the application of methods or
techniques being used with perspective of quality
improvements
Course Evaluation
Important indicators in Summative Evaluation

1. The views of trainees on the appropriateness of

methodological choices, techniques, tools,
framework for communication and collaboration,
organization, etc. (process evaluation -
implementation evaluation)

2. The extent to which trainees have the ability to

apply into practice, in similar or new situations,
what they have been taught (outcome evaluation).
Course Evaluation
The key points of an evaluation model (1)
 it is humanitarian because it focuses on the
subjects of education
 It is pluralistic because it takes into account many
factors and not just the achievement of goals
 It sets as the central objective of the evaluation the
identification of the deficiencies of the evaluator in
order to understand and interpret them and
subsequently to improve them
 It can be integrated into the educational process
 It encourages data collection in many and varied
ways.
Course Evaluation
The key points of an evaluation model (2)
 It emphasizes personalized processes aimed at
identifying the particularities of each educational
occasion
 Uses descriptions of the strengths and weaknesses
of the assesse
 The main aim is to make the evaluation to improve
the educational function
 The evaluator turns into a facilitator (critical friend )
Course Evaluation
What we Evaluate?

4 axles

 Designing of teaching topics – training materials

 Training methods/techniques/media used

 Relationships with/between participants

 Learning outcomes – course objectives

Course Evaluation
THE FOUR LEVEL MODEL (Kirkpatrick)
Reaction: Degree of participants' satisfaction with the
program.

Learning: The degree to which learners change

attitudes, increase their knowledge and improve their
skills due to the program

Behavior: The extent to which trainees change behavior

and work practices (in the case of a vocational education
and training program)

Results: Improvement of all indicators of an organization

related to the program
Course Evaluation
THE FEEDBACK QUESTIONNAIRE (1)
Focuses on the evaluation of the educational program,
based on:

 encouragement, support, and overall student

support
 communicating with students
 efficiency of written work – activities
 clarity of the content of the educational material
 stimulating the learner's interest
Course Evaluation
THE FEEDBACK QUESTIONNAIRE (2)
Focuses on the evaluation of the educational program,
based on:

 stimulating initiative and participation in the

learning process
 assisting in the learning process especially through
activities / exercises
 overall assessment and specific problems in
learning the educational material
 achievement of learning objectives - outcomes
ACTIVITY 8
In 2 pages, create a student’s feed-back questionnaire, focused on the evaluation
of the educational program that you delivered.