|Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)|
|Chapter 1 what a teacher trainer needs to know|
|Considerations in designing a training program|
Your training should be under constant evaluation by you and by the people you are training. The two main types of evaluations that you will want to conduct are:
Formative evaluations: Evaluations that take place while the training is in progress. These evaluations can occur daily, weekly, at the end of a particular topic area, or at the end of every session. Formative evaluations can be in the form of a questionnaire or can be done informally in a group or through dialogue with participants. Perhaps the most effective way is to use a variety of methods so that you are sure you gather input for improving the training program that might otherwise escape you.
Summative evaluations: Evaluations that take place at the end of a training program. They specifically address whether goals, objectives, and expectations have been met, whether the training methods addressed the participants' learning styles, and all other aspects of the training that might affect the participants' learning (including logistical aspects such as food, facilities, etc. - all of which should be dealt with in formative evaluation sessions as well). Summative evaluations give participants the opportunity to offer feedback to the trainer and suggestions and comments for future teacher training sessions.
The purpose of evaluations is three-fold:
1. to better facilitate the learning experience for the participants;
2. to help the trainer improve his/her training designs and skills; and/or
3. to determine how cost effective and successful the training program was overall.
Methods of evaluating a training program are numerous and range from simple open discussion to detailed questionnaires. Here is a brief list of selected methods that can be used to evaluate a training program:
° Group brainstorm of program strengths and weaknesses (Itemized Response Technique), with or without prioritization.
° Individual response to open-ended questions.
° Paired or shared group informal feedback (guided or unguided).
° Participant created skit, award ceremony or other closing activity that summarizes and comments on key aspects of the training.
° Croup or paired completion of trainer prepared questionnaire.
° Individual written response to a questionnaire (using open and/or closed ended questions, comments, yes/no, or scaled (1-5) type items).
As you choose the evaluation method and design the tools to be used, remember to consider: What it is you want to know and why you want to know it (i.e., what will actually be done with the information you are collecting). If this is the only training program of its type that will ever be conducted, perhaps the evaluation should be informal and aimed at having participants review and plan to apply the information covered. If it is one in a series of programs, a formal written questionnaire may serve as the best record of program strengths and weaknesses.