Table Of ContentDlorribation Lisdeed
Def
Programme Hervive
MANUAL ON RVALUATION
aN
VOPULATION EDUCATION
(relat Eatiton}
i
Uocsca Reytenal Offion for'Bauonisou ie Aula and’ Ooeantn
Beerokt, Thelen
Dlatesbutton Limited
WARUAL OF EYARUATION
mm
POPULATION EDUCATION
‘teigh Batten
Unevo Baghenad Office for Education im Asta and Oowania
Bangkok, Thai tand
78
© ones 1918
Pubataned by the
Unoaco Regional Office for Education in.tale and beeenia
Bangkok, Thaslond
Opintona exprasued tn thie pubitaatton do not nezeraarily
aoinalde with offtotat views of Uneead.. No vapreenion of
“epition ta intended hewote eoncoratng the Legat status om the
Linktatfons of the frontiers of any oowtry om temel ory.
Enble of Contents
oeptor
1
The nature af odeartone) evaluation a
The qvaluntion of popitintion education progranacs 2
Tncgshoot progranios 2
Outtof-achou? pr frennee 5
‘Tho puxpony oF ChLa Manual 4
2 Byaluntion of poyutation edteation. prograuncs ~
% thaoretiead feanevor 7
Tn-preganae oF formative evilustion °
Pho svaluation of programe skjoctives 0
Hualuation of weratepicn For achtoving
progranme abjectiven u
Bealuation of curricoluo noterials u
Evaluation af toncblng-leamning recess rf
Bvatuation a€ tenehny trabntug 5
Eunlastion of programiia affocte u
Evaluation ef progrencn sasagesant
Powt-programme or une tive evaluetion 4
3 Evslunting curstculun materints and tone
Tenming preceus a8
Heoluating currsculun matoriele 15
Criteria for judging curriculum natortaly 18
Chockiist for evaluating curriculua catoriols 16
Bvotuntlng tosching~learning pracenaos 10
Evaluating the ingulyy procs re
Uquiey procoset 2 checkliat Po
Evaluating the valuing precess Ey
Yolue weoevant @ cheekifnt m4
Gathering data elout the inutructional process 26
Monsen?s interaction unsizate 28
Flonder'a intorsetion mnalyeta Bt
Typaw of questions aa categorios R
4 Byoluntlon of loarning outcomes 35
ogni tive cutconoa 3s
Sample quostione/teat items focusing
fon the Inquiry preogen a
Individual ond group pronreen report 39
AtCoctive ailtcemen cS
wus
Shaper
5 Frwtuation of rotating An popmlatian ieatton
Brectratning evmuntion
Inteaining ovaluntion
Poat-trolming evaluation nal fotoeup activities
Bomple ense studios
Bealustion of reglonal training cunrsa, 1977
Gentuntlon of Die teokning programms £34 the
Tleat tealning tum (ST; Popitoilon
Riuowthon Mrogeunae (PH), PhiTippines
BH Puntuation tn the aut-of-sehoel sector
Unsoline survey inateuncnts
Inatrunenta Cor evaluating the offectivenose
Of group apronchen
Anatatinent a to evslunto Lnstractor/teacher compotence
Hvalunttan whew popwialton ollention In integested
Into agetouitarnt extenabon ¥07K
HenTuntlon of Leqraing autcanon 1m 8 wore
‘gencrallzed out-of-achool cantuxt
Nonttoring and Tecdback
7 Bvaluative venvarch
8 Thy caungesent wf ovulation
a
JckLint for programas Aixoctors
Bolected reading Lat
esse
os
oa
Sa
oa
oe
os
Ey
7
a8
100
102
wor
os
109
us
a
no
Qhapter 1
rwoepverton
Tho qature of eduentionsl evalustton
The objective of on educations? rrogrimna ta basleadty to ssatat
Aoarnera to acquira knowledge, understanding, akills and attitudea
sondvetve to Andividual developaent ond the good of noclety, Tho
muceees of an ofeational progremen ultinately depend therefore. on.
the extent to which lecrnata tehfeve the oljactives set out for the
programe. I {o thorefore important to evaluate if in fact objactives
bre being achieved.
An ovatuation sa 9 Judgouant of yeiue of Worth. farky
efferta in educational ovalustion vere sonowhat limited in Hoopes
‘They neagured the nehbevenonty of learners largely with a view
te aakihig n Judgenent about thes for selections grading of
cieaaitleation plirposca. Ct wae taken for granted thet high cehtevern
wore dntelligent and oil wotivated, and that low nohlevera had.
oppaatte charnctoriation. If every etildent fram « claca or school
Eured badly in an quaniaatton, Juggenont wim passed on tho teacher, and
An aono counteies the pay of the teachara dapended an the exnafaation
reaulte of pupils, The teste veed focused on a narrow range ef
coguitive warning, and did not ey wuch attantien to other domain
of hunen functionings
Rocont_yoara hava acon a considerable brondaning in the
scope of educational evaluation, Close sttontion 1a being patd to
Hie popstbllity af inproving tho quality of educational progrann
through @ careful ovalustion of al] the coapaneate Lavalved 18 th
The onmewsount of Learning Outconor 1s comarded ay A nadie of ovuLtaling
function
haa given viae to the need for frequent anwoannents of Taraing
outconon en an Snfarmal basis throughout A course, uver and shove
wore Tomei ondeof-course offorta, ane hao olay rasilted tn # more
‘Saretul konktoring of pupll progeans with the posnibilitien 1t
‘offers of adjusting the teaching procoam nore closely to individu
Glfferences song stndente. A asvend developwent 48 eaueattonal
iustion da the attontlon paid to relatively higher order outce
fe the cognitive domain than wore characterlatic of the oarly ya
of the testing woVencnt. A third development Ly the atteupt to
learning outcousa In the affective and paychonstor domain. Kork of
‘a uubstantiol nature In regard > the ateective dowata ax, hovaver,
not bean done to date, and it may woll ba that popuintion education
would in wons measure help to focua more attention on it.
Aa a vorking basta for the purpose of this wanual the
folleving datinition of avalustion, wuggosted by 1nd, Cronbach,
Sa accepted
We may define evaluation brosdly ox the collection
‘and une of information to mks declatong about an
‘Sdvcetionnl prextemne.”
There are wevoral doolaion yotnts 1m an educations? programmes, aad
sroluation of ane sort gn anvther de, applicable to sLiy!on ot ay
+ aost of then aa dlecuased in chapter 2 It may be noted here
thet decksfone theaselvos nny be regarded La to dLfforent tage. Bl
ney be regarded vo Linding for a graat length of tins. Gr, thoy
hoy be regarded as tentative and qubject tom pracogs uf continnoua
Fatiev, ‘The Iatter perupective offora poaslhLittier of continues
Vimprovouonta tm educational progeanmua, ap snd von initlal deck stone
sro nolifiad in the Light of new data, evidenco or ingtghts. Worsovar,
Lt gives rino to the nocd for the oxploration through weavarch at
witornstivea that may ankance programma effect venend. DraLuntioa
hun bocones a continuing proccuu, rathor than « Ono-tine offart,
One of the grat bevefita of continuous evaluation Ia that Lt esh
save money nad offort, eapacially in large-acale progrannsa, by
pevvining inalghte for changing ineffective appronchon or aatorials
foirly carly in programe tnplenontation. Of all prograsne porsonnoly
Ht a the tayoher or instructor who aeintains the most porsonal end
contSnuous contuct with the Loarnuky aa evory onceuragement should
Ue offered to touchare ond Inateuctaxs to provide Feodback that
‘ould contribute t2 progranmo. Luprovenent
‘he evaluation of popitstion education progranm
Kncrughoo progrmnten
A coviow of tho pions of operation of the population
education prograsees that are currently Daing inplenented in sovoral
countries uf the Aatan raglan ahoww that they Ime a broader espe
than othir cduestlonal pragreanen, In gonore! , the goake wet ove
An the popintion education prograaeas have tha following couponentst
(a) To dovolop an understanding of tho factor cauatng
vapid population growth and arbuniestlan, ad to
apprestete the Later-eola¢ionahlpa balweén papltation
change and quality of 1An
©) To devatop reaponaible attitudes tovards popmiation
rolated Lgauay ond to act 1m accordance with such
stUltodout
(e) to develop om underatanding of the population polleiea
and. programang of cnet ovn country end 2 contribute
tovatda their attalanent,
The tocug on the davelopnent of reaponsitite attitudes ane action Is
central -to population eduvation, aia holds tha key to the vesTulaes
and succeen of the whole undertaking. The high wallagce in population
education of outconea in the affactive domain, the value-laden and
controversial matize of some aapeots of the subject matter, and the
nxpectation, axplieit or Implicit, that the programme Will encourage
I Inforaed at reaponsinie population ralrted behaviour on the
part of the learner at some date in the foture when the tine for
uch action comes, together call for a wider varlety of evaluation
<3
tovkniquos than are commonly uged in educational progeanmem Tt ke
slag ¢ feature of axtniing population edveation progreanae that the
Boat Widely weed node oC ivelunien of popwlation content te through
Autegretion in such aubjects na acckal studies, genoral gelende,
henlth rolenee, ete, Prom the point of view of evaluation, tha
ralnoa two saiea, ‘Tho firat ia that of avaluating the rucccan of
Antageetion Ltaeit, tha necand te that of enauring that population
tearoing 42 {0 Leek oveluated In the Frocend of evaluating Pupll
Aeoraing in eocinl ctudios or oly othar aulject trough whieh
rolovant content lo being tntraduced.
Sutrefsehee) prograngen
‘Tho Introduction of popalation education inte progranses of
education Tor qufaof-sehoe] yollth and agulta 1a an eves nore recent
gorteKing then ite Antreduction inte the taeechood geovor, Nargover,
Ate scale of nagnitude is oltoyothor Wifferent, and the general wattern
ie one of amnll munbor of prograunea, condisted more or l¢en oh @
pict beais, and bearing io Conpariaon with the nationewids prograemos
found in wevaral countrion in the In-echaal acctor. Literacy of other
non-fornel vention prograensa vhlch de incorporate @ auall elonent
o€ popllation content are, however, follnd In fama countries.
Motorinis om the evaluation of yopudstiun eduention tc" the
Wot gector on a ayatenatic Tapia aro hayd to cane by. Apact
Iron the ralative nowneon and the snell scale of programien, there
ey be other resone for thia searelty. One of then fe the dnaduquacy
of the evaluation that la, in Inet, boing dona. ‘This ia attributeble
th aavoral Factory auch aa the tack of funda, vant of alctll on tha part
of programme personnel, and the real or maginod throat that evaluation
ng for those deaigoing and inplenanting progranmcn. Baseline wirveys,
Which axe an important clonent. in progranme design, have tonded to
Foceive wore attontion than otter aapacta of cvaiuation. In eannoetion
With the goioral tech of attention to evalustion, af would be TaLe
fo recopiee thet the avaluatien of popuiation oducation in the
out-of-school asotor ig oven nora difficult ond demendting then in
the in-echool eoctor for the fallowing reasons!
Blvereitied ature of programmog ané vesouree inpute.
Population eduction progransos may fore part of on-going programmes tn ‘it~
tomaey, youth vork, connunity devolopaontyngrteuttarn! oxtewokan, satarnal
and ehLis healthy ox fenfly planuing. Whether they form a pace of
uch progresnon ov aro Independent, they would in geueral use =
Diveralty af peswounel cenourecs 4 comparieon with Ln-echoo!
programmes. Resaurce pornons from within the community or outalde,
Peara apscially selected for tha purposo, and pornoca wanoclated
“Ath various community organizations or development agencies may
terra as inntructors or fackiitaters of Leaming. The mass media
Fedio, televinion, novapapers and ageciios ~ may be used on an
Oxtonatve acale, “Educational asthode uncommon in the neschool
sector much am inforsel communication on a peradnal baste [ro
Line to tine, or # continuing programse of ‘each one tauch ona may
he waad. Tha place of dnatraction Will not neveaeart ly be the
acho], bot eiigioun institutions, comunity oontren, public hella
and the hones of indlvidvale ney provide instructional venvea
outaof~
v4
D. The Notorogenstty of Lenrneng, Unlike In the ano of
An-sehool progFennes, whore the learasra bolong ton slngle age
group, the: lonrnere in out-of-school pregremmea conatitute « vary
Reteroganeout group. Tholy divoralty 1a annifeated in such
characteriaticn aa ago, aeturtty. Aiveracy, Level of education,
aaoio-ccononte background, marital alatue, Thin festre ode
te the complaxity of the ovaluator’a tak, Should the ovmlustor
Mavotop a aingle teat inatranont geared. tovarda a hypothetscal
commonality af hackground, oF shold several tuntramonte appitcalele
ko the diiferert backgrounda of the Isarnora bo arava wy? The wie
Of paper and pencil testa ratece difflevitioa, na porsona vhoae
level of Uterary is lew may not Ue able to reapond moasingfnl to
thon “Ono alternative strategy would, af couree, bo to rou out
tant questions, and call for s vory simple aymbolie reaponse 2n
paper on tho part of the teatan. Another alferaative vould be to nae
Picture texte, ganas and role playing lnstrwagntn, Toutn could alae
De ndninistercd individually, but to Wo 4 watld by Hng-conmualng.
cs The shore duvelon of programnes. Mont. out-nf-achool
progrannea arg not a <ontinnlng, ayatenatie’ educational exparience,
with the requiconont that a coures whould be completed Ln opder to Ro
on to the next. In the abuuice of mich o ntiuetire, aut-atnachool
progrannea havo to be enuentially of n ahort-torm hature, in order
fo reduce the rigk thet lomznors night drop out by their ova volition.
This sokos formative evaluation quite critical, capecially for the
Anoights that may be derived for oxgmiaing subsnquant progranaes.
ho purp:
‘Tho purpose of thie Manual ie to offer guidelines for
programe avaluttion in population education, piecing aajof empheaia
fon those components that are evitiea! to thie particular {old of
educational endeavour. On tho prenizo that the nnjur enplidata slowld
be ou the developaont of problem annlyels and value vlarifivation
skitim, based ona sound cognitive foundation, sample inetfunerts
‘aud sonplo teat items gre suggested for the eventual development by
Project directors, Jn cooperation vith Leechnre and Instructed, oF
Anatrunontm that you} he noaningful dn the context of their saltonal
progeammen, in Generel; what io envLenged ia the informal use of these
ingtroments on n nicro-ievel xlthin clasnracm on other Learning
situations and the sharing of the ineigiite fcom then rather then their
uae on meneive acale. Whily paying apeclel attention to auch
componente as are erltical, the need for x holintic porspective of
programme ovalurtion hiw not teen ignored, and it tm hoped that the
Ranuel provides euch m perapective,
Qrgentention of the, Manus:
Chapter 2 provides a theoretlen} tea
of population education prograanee, Chapter 3 diacusdes ts
of cvrricglum wetariela; end donchiog-leeening processes, apd auggeate
checklinte and other Unstrumonte thet may be uned, The evaluation of
woe
looraing outeonos m dincumed In chaptor 4. In addition to providing
a selection of text ttena fron extating toaia, it leo auggovte aanple
teat inetruaenta (or, in sone ceaen, oxnple typos of Ltene oh toat
ingtrusenta), Cheptor § in dovated to diacuncing techniques of
ovaluating tholning prograncos, and gives:aane oxanplea of inotrumonta
that Inve bach used.” Teguan thet ave apocially noteverthy for evaluating
out-of-achoo) progrannes in population educntion ara diacvegod in
chapter 6, Canptor 7 ia devoted to evalvative research. Finally,
chuptor 8 considera the canagenent of evoluetion und includes 0
chorklist for use dy programme dllvectera in an averall ovaluntion of
their prograoncs. 4 golected reading Lat ia Included ao en appandix.
