Time 15 minutes
Directions: Draw a vertical line to divide in half the space on a chalkboard or flip chart. At the top on the left side, write "Accomplishments" or "Things we liked." At the top of the right side, write "Difficulties" or "Problems to be solved."
Ask the group to brainstorm items for both categories, beginning with the "Accomplishments" side and, when that list has been completed, move to the other side to list difficulties or problems. Every item suggested should be noted on the chalkboard or flip chart under the appropriate category.
The facilitator can remain with the group and record the items, or can leave the session, asking a participant to be the recorder, if the group would be more comfortable in listing negative items without the facilitator present.
Results should be discussed with the group, so that confusing items are clarified and the group is involved in suggesting solutions to problems that have been identified.
Cultural Considerations: In a mixed group of HCNs and Volunteers, think of strategies to let HCN opinions be heard, especially in cultures where direct expression of opinion is considered impolite. Some possibilities are: carrying out the evaluation in the language of the HCNs, allowing for written as well as verbal comments (and a box to put them in), letting the group know you will be available for individual, private talks after the session to hear any special needs or concerns.
Time 10 minutes
Directions: Prepare and hang on a wall four large envelopes, drawing one of the following on each envelope: (1) a smiling face, (2) a worried face, (3) a frowning face and (4) a brightly alert face with a light bulb or question mark above its head.
Explain to participants that No. 1 represents someone who likes what has happened in the session and feels they are learning and sharing something worthwhile, No. 2 represents someone who feels lost and is confused or anxious about what is happening, No. 3 represents someone who is frustrated, bored or angry about what is happening in the session, and No. 4 represents someone who has suggestions or ideas to offer.
Give each participant 10 small pieces of paper and ask them to write evaluative comments on these papers. They should write only one comment on each piece and use as many of the 10 as they need to express their thoughts and feelings about the session. The facilitator may suggest categories to consider, e.g. materials, facilitation, activities, logistics, etc.
When they finish writing, they should put each of their comments in the envelope that expresses the general sense of that comment, No. 1 - satisfaction, No. 2 - confusion, No. 3 - dissatisfaction and frustration, No. 4 - suggestions. The facilitator can collect and consolidate the comments for discussion with the group, or, if time allows, can open the envelopes in front of the group and read the comments aloud.
Cultural Considerations: When working with groups with limited literacy, use envelopes 1, 2 and 3. Participants are given only one slip of paper and are asked to put it in the envelope that corresponds to their overall feeling about the session or about the particular activity that you want to assess (e.g. a demonstration, a game, a group discussion). A simple counting of slips in each envelope will give a rough assessment of participant reactions.
Ask the group for ideas or suggestions on how to improve the activity for another group of participants.
For privacy, be to post the envelopes behind a screen or on the wall in another room and have participants "vote" individually.
Time 20-30 minutes
Directions: Participants are asked to think about the session and to take a walk around the training area to identify something that symbolizes their thoughts and reactions. These thoughts might be general or they might relate to a particular activity. The group reconvenes and each participant is asked to identify their symbol and explain briefly how it relates to the session for example, what they have learned, how they are interacting, difficulties they are having, etc.
This activity can also be done with in small groups with songs, proverbs, analogies, etc. Each small group presents briefly to the large group.
Cultural Considerations: Volunteers may find this activity difficult or strange, as some Americans may be less accustomed to using metaphor than participants from the host culture.
Time 5 minutes
Directions: A box or envelope is placed near the entrance to the training area. Near it are stacks of three different colors of paper. Explain that one color represents complete satisfaction and approval, the second color represents moderate satisfaction and the third color represents dissatisfaction.
At the beginning of each session or activity to be evaluated, participants take or are given three pieces of paper, one of each color. At the end of the session or activity, each participant places that color paper in the envelope which best expresses her/his general feelings about the session. The trainer may use the information to begin informal discussion with individuals or groups after the session or simply to be aware of how participants are feeling.
Cultural Considerations: This evaluation can be introduced as an example of how groups of limited literacy might privately evaluate an activity. Although the content of the feedback is limited, the important thing is to convey to the group that their honest opinion is valued.
Time 10 minutes
Directions: Before the workshop, prepare and photocopy quantities of a standard form and use it to assess each activity or session. It might include space for participants to write in the title of the session, date and time, and name of trainer or facilitator. This information is followed either by a space for comments, a checklist or series of standardized questions which participants can use in their assessment. Forms are completed at the conclusion of each session and left in a box or envelope in the training area.
Time 15 minutes
Directions: The facilitator asks the group to identify five or six criteria they want to use to assess the session or activity (for example: "Free and open discussion was encouraged). These are written on a flip chart or chalkboard. The facilitator then writes the numbers 1 to 5 below each criterion, explaining that No. 1 represents the most negative assessment (e.g. discussion was not encouraged at all) and No. 5 represents the most positive assessment (e.g. discussion was completely free and open). Numbers 2, 3, and 4 represent progressively more positive assessments (e.g. discussion was partly open).
Either of the following procedures can then be used:
(a) Participants copy the criteria and scales onto their own papers and make individual assessments by circling the number on the scale that represents their own feelings about that item. Individual assessment forms are collected, consolidated and the results discussed with the group.
(b) The facilitator leaves the room, asking a participant to act as reporter. The reporter stands at the flip chart and asks the participants to assess each item by asking, "How many people rate this item as No. 1 on the scale?, continuing with No. 2, No. 3, etc. until all items have been assessed. The reporter counts the hands raised in response to each question and marks the number of responses on the corresponding scale. The chalkboard or flip chart then becomes a record of the individual responses of all participants in assessing each item.
Time 10 minutes
Directions: Write the objectives of the session on flip chart paper (see training design). Ask participants to answer questions (either orally or in writing) such as the following: In your opinion, were the objectives of the session achieved? How well were they done? Were they done within the time allowed? How could they have been done better?
Time 15-20 minutes
Directions: Ask participants to get together in groups of three to discuss what unexpected things might have happened in the session. They might also discuss: Why did it happen? Was it bad or good? How can these things be avoided or enhanced in the future? Groups briefly report to large group. The trainer and co-trainers should also reflect on this and add their perspective.
Learning Styles Evaluation
Time 10 -20 minutes
Directions: Ask the group to quickly brainstorm a general list of ways adults learn (Examples: demonstration, practice, reading, repetion, etc.) Write on the board or on flip chart paper. Ask participants to look over the list for the ways they learn best and to answer the following questions: In this session, did you learn the material in the way(s) you learn best? To suit your preferred learning style, what kinds of activities should we do more of7 Less of7 Participants can answer in writing or in general discussion.
This evaluation can be used any time after the learning styles activity in Session 2.
Time 10 minutes
Directions: Have each participant write their answers to these open-ended sentences on a piece of paper:
Collect the pieces of paper and use the results to tailor the next session.
Time As needed for picture-taking. Discussion 15-20 minutes.
Directions: A participant takes photos throughout the session; the resulting pictures are posted the next day (if feasible) and discussed by the group. The pictures can be used as prompts for discussion about such topics as: participant interest level, sufficiency of materials, group cohesion, active involvement of some participants more than others, etc. Perhaps the administration can be persuaded to pay for the film and developing.
Cultural (and Personal) Considerations: Be sure all participants agree beforehand that pictures will be taken. If they want copies, see if there is a way of getting them made before the end of the workshop.
Tune As needed for observation. Discussion about 10 minutes.
Directions: Several participants can practice observation techniques in the NFE manual (pp. 5758) by spending about 10 or 15 minutes of the session (at different times) writing down in detail what they see while an activity is taking place. The results can be read to the group as a whole, with accompanying discussion, or they can be handed to the trainers at the end of the session without comment. This kind of objective reporting can be very helpful to a trainer, who is often too busy facilitating to notice all the important details.
Cultural Considerations: Involve HCN participants for whom English is a second language by suggesting that they jot down their observations in their first language and report them in their second.
Time As needed for observation. Feedback to trainer, about 10 minutes.
Directions: The trainer identifies points in previous session evaluations that she would like to improve (Example: involving all participants in the large discussions, etc.) Several participants note down their observations and comments on this issue during the session, paying special attention to the details of who, what, when, etc. and using an objective, nonjudgmental tone. Results are given to the trainer and discussed privately with him or her after the session. This method may be especially useful in reducing the distance between trainer and participants during Sessions 4 and 5 (Facilitation Skills), when participants are being critiqued themselves on their performance.
Cultural (and Personal) Considerations: Be sure to ask the trainer if she would be comfortable with this type of evaluation, and if s/he would like a particular participant to do it
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