PERSPECTIVE ON TEACHING & LEARNING Cont. (VIOLET TEAM)
PERSPECTIVE ON TEACHING & LEARNING Cont. (VIOLET TEAM)
PERSPECTIVE ON TEACHING & LEARNING Cont. (VIOLET TEAM)
What is EVALUATION?
Definition: Evaluation is a process that critically examines a program. It involves
collecting and analyzing information about a program’s activities, characteristics, and
outcomes.
Importance: Evaluation provides a systematic method to study a program, practice,
intervention, or initiative to understand how well it achieves its goals. Evaluations help
determine what works well and what could be improved in a program or initiative.
Purpose: Evaluation makes judgements about a program, to improve its effectiveness,
and/or to inform programming decisions (Patton, 1987).
1. Questionnaires.
- A questionnaire is a specific set of written questions which aims to extract specific
information from the chosen respondents. The questions and answers are designed in order
to gather information about attitudes, preferences, and factual information of respondents.
- Questionnaires are simple and effective tools for collecting information from a large
number of people. Compared with other ways of collecting information, questionnaires are
relatively inexpensive to administer. They can be used to gather information about the
community-building process itself (process evaluation) or the results it produced (outcome
evaluation).
Example: A survey on qualitative research
2. Focus Group
-- A focus group brings together a group of participants to answer questions on a topic of
interest in a moderated setting. Focus groups are qualitative in nature and often study the
group’s dynamic and body language in addition to their answers. Responses can guide
future research on consumer products and services, human behavior, or controversial
topics.
- Group interviews are another way to collect information from many people. Most people
are familiar with focus groups. A focus group is a small group gathering conducted
specifically to collect information from the group members. During a focus group
discussion, between 6 and 12 people, who re similar in one or more ways, are guided
through a facilitated discussion on clearly defined topic (Krueger and Casey, 2000).
Example: A parents of a preschoolers meets to discuss childcare needs. Parents share their
views on local childcare programs, and on what could be done to improve them.
3. Interviewing
- An interview is a qualitative research method that relies on asking questions in order
to collect data. Interviews involve two or more people, one of whom is the interviewer
asking the questions.
- Interviews should be structured, yet conversational. Begin by making the key informant
comfortable. Maintain a neutral attitude throughout the interview. Don’t try to defend your
community-building project questions or argue with the key informant’s assessment of a
situation. Be prepared to probe or use follow-up questions to gather additional information
that might clarify why the key informant sees the situation as he or she does. Be sure to
take detailed notes-they are essential to accurate analysis.
Example: Live interviews (one-on-one and a panel type), Phone interviews (one-on-one
and a panel type), Video or Skype interviews, and Taped interviews.
4. Observation
- The observation method is described as a method to observe and describe the behavior of
a subject. As the name suggests, it is a way of collecting relevant information and data by
observing.
- The aim of observation is to document behavior through watching and listening. Through
observation it is possible to see what people are doing, when they do it, where they do it,
and how they are doing it. You can use observation to gather information about the
community-building process itself (i.e., process evaluation) or the results it produced (i.e.,
outcome evaluation).
Example: A researcher can use the observation method in a Montessori school and record
the behavior of the children at a young age. Are the children comfortable sharing their tiffin
at such an early age will make a good study for the researcher? In this example, the
researcher can observe and record the details objectively. Observation data collection
method is associated with a few ethical issues as it needs the full consent of a research
participant.
4. Interactiveness
Interactiveness, according to Bachman and Palmer (2000), is “the extent and type
of involvement of the test taker’s individual characteristics in accomplishing a test task”.
Does the test motivate students? is the language used in the test’s questions and
instructions appropriate for the students’ level? Do the test’s items represent the language
used in the classroom, as well as the target language? All these questions represent the
crucial elements that affect a test’s interactiveness. Many recent views consider this notion
the core of language teaching and learning.
5. Impact
According to Bachman and Palmer (2000), impact can be defined broadly in terms
of the various ways a test’s use affects society, an educational system, and the individuals
within them. In general terms, a test operates at the macro level of a societal educational
system while corresponding to individuals, i.e., test takers, at the micro level. According
to the test’s developer, society, educational systems, and the individuals correlate strongly
to this test.
6. Practicality
• to write clearly and coherently about the complex thoughts, actions, and feelings that
comprise their service practice.
• reflect on their work, integrating theoretical concepts, skills, and values that are being
taught in the curriculum.
How to write an Interaction Process Analysis/Process Recording
Record:
1. IDENTIFICATION DATA
✓ Name:
✓ Age:
✓ Sex:
✓ Address:
✓ Religion:
✓ Date of Admission:
✓ Date of Discharge:
✓ Mrd No:
✓ Occupation:
✓ Attending Doctor:
2. PRESENTING COMPLAINTS ACCORDING TO PATIENT
3. ACCORDING TO RELATIVE WHAT ARE ALL THE CHIEF COMPLAINTS
4. AIMS & OBJECTIVE OF INTERVIEW:
• FOR PATIENT
• FOR STUDENT NURSE
Example:
For Patient
1. It helps to know about patient’s condition
2. It helps the patient to get socialize.
3. It provides information about diagnosis.
5. CONTENT
6. EVALUATION/CONCLUSION/SUMMARY
Example:
INTERACTION PROCESS ANALYSIS (IPA)
Student’s Name: Marisa DeLuca
Client’s Name: Mrs. M
Interview Date: 3/1/2018
I. PURPOSE OF THE SESSION: List three goals for your patient for the day of the IPA.
“I see you‘ve
gotten balloons and
flowers all over Changing the subject
there. But no one
has been in to
visit?”
“Well good. It “Oh yes. And I am Summarizing ⚫ Used to let Mrs. M. know
sounds like you‘ve so glad. It is boring the conversation was near
been keeping in here, you know.” the end.
pretty busy in here, ⚫ Did not really summarize
then.” key points
⚫ Brought closure but was
somewhat abrupt.
“Well my time is “Oh you‘re
up. Thank you for welcome honey.
allowing me to talk (smiles) Terminating
with you. (Direct Always glad to help interaction
eye contact) I hope a student. I hope I
all goes well for won‘t have to come
you at home.” back here for a long
time.”
EVALUATION
(What is your overall impression of this communication exchange? Was the goal of the interview
achieved? Were there any recurring themes in the exchange? What were the interviewers strengths
or weaknesses? What was the social value of this exchange?)
This process recording conveyed that the student was comfortable talking with Mrs. M. It did convey
some difficulty staying focused on the particular issue of concern. Mrs. M. shared a lot of information
that was not really relevant to what the student wanted to know. Being comfortable and proficient
with the use of paraphrasing, clarifying, and focusing may have helped the student gather the
pertinent data needed with the client getting off the subject. Active and attentive listening can give
cues to what is really important to a client. In this interaction the client‘s family was very important
to her.
All in all the interaction was therapeutic, although the primary objective of finding out how she felt
about going home was never really met. Follow-up questions were needed to guide the conversation
back to that focus and get the information that was sought. The social interaction would have been
beneficial to the client regardless of whether the main objective was realized or not.
1. Learn to use additional techniques such as paraphrasing, clarifying, and focusing redirect
conversation so I can achieve the intended information.
2. Learn to use a variety of techniques naturally without having to think about them.
"The most important practical lesson that can be given to nurses is to teach them what to
observe. “
Florence Nightingale
References:
https://www.betterevaluation.org/en/evaluation-
options/questionnaire#:~:text=A%20questionnaire%20is%20a%20specific,and%20factual%20in
formation%20of%20respondents.
https://www.scribbr.com/methodology/interviews-research/
https://www.marketing91.com/observation-
method/#:~:text=The%20observation%20method%20is%20described,information%20and%20d
ata%20by%20observing
PREPARED BY:
Sansarona, Ari-ane
Sansarona, Hania Nadra
Sarip, Norfrida
Taher, Farah Fameda
Usman, Julysa Aliah