The aim of this presentation is to suggest a definition and contextualisation specifically in professional or non-formal fields of the terms “evaluation” and “feedback”.
Evaluation, understood as “value attribution” (etymol.: Valère = give the price, estimate) is called to judge the value of training actions conducted “not only in school” but also in non-formal and informal learning contexts.
The specific object of this presentation is the evaluation in non-formal contexts, such as: associations private and public bodies companies.
Evaluation and Feedback in professional contexts constitute a PROCESS characterised by one or more OBJECTIVES and therefore a PROJECT that aspires to realise them.
Evaluation is expressed through a JUDGEMENT, not an end in itself, but pedagogically supporting side by side both learning and growth, in individuals and in the organisation as a whole.
As shown in the picture, in order to be truly effective, evaluation must participate in the planning process in its various forms and both must proceed simultaneously, so that evaluation, design, implementation and decision-making are integrated dimensions.
Literature offers us an an evaluation model that takes into account different elements,consisting of questions, to which it is necessary to refer to in order to draw up an evaluation process.
At the centre is the recipient of the evaluation, in the case of the definition we are now dealing with, the organisation (public or private body, company or association).
We will observe in the next slides the possible answers to each single question.
What is assessed, the elements of the evaluation.
These are, grouping them into families: Products, Processes, systems
In non-formal contexts several evaluative models are suggested, the Kirkpatrick model and the integrated model.
Who evaluates, agents
The hetero-evaluation is based on an assessment carried out by “different” subjects with respect to the “object” to be evaluated: It is the classic model in which the teacher evaluates the pupil on the basis of the detection of how much the pupil “knows” or “doesn’t know” “can do” or “cannot do”.
Co-assessment, a form of participatory evaluation that welcomes the instances of different stakeholders involved in the process. Self-assessment, in which it is the subject itself that puts into the field awareness, skill and reflection on his own product.
When evaluating, the moments of evaluation.
Evaluation can bediagnostic-orientative: it can collect as much information as possible aimed at a real and in-depth knowledge and understanding of the people within the organisation. Imagine, then, to prepare a questionnaire or an interview that collects data on the training path of the worker, his level of skills and the previous working environment.
Evaluation can be training-regulatory: It accompanies people during their work, Imagine using frequent feedback: Feedback can be defined as a fundamental regulatory tool that allows to improve performance and strengthen it, a kind of communication bridge betweenevaluator and evaluated subject. I should be “punctual, informative, specific, detailed”.
The evaluation can be summative-certificative: it responds to the expected objectives and it is the public communication of what has been achieved. In professional contexts it can be carried out through a training plan indicating an assessment of the initial situation and the expected one, with defined and predetermined, shared and clear criteria.
It is useful if accompanied by an interview to generate and increase reflection and self-awareness. The deferred evaluation examines the entire process for a finalisation (reflection on action) but also for future redesign, aspiring to continuously improve the entire process.
How to evaluate, instruments
Evaluation techniques are classified according to the stimulus-response combination. In addition to pseudo-tests, closed open stimulus-closed response, we use: unstructured tests characterised by open stimulus and open responsestructured tests characterised by closed stimulus and closed response semi-structured tests consisting of closed stimulus-open response.
One last question: why evaluation?
Evaluation and feedback are a powerful tool for individual and collective growth and learning, if consciously and frequently adopted within the organisation.
In all respects, the evaluation takes on a pedagogical relevance as it promotes the actors involved and improves the system as a whole, even in non-formal contexts,and if oriented by criteria of Responsibility, Educability and Intentionality.
Now we leave you the bibliography and also the sitography.
Authorship
Studentesse
Lucrezia Bovo & Marisa Giaretta, 2021.