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The actual procedure used in evaluating extension programmes may differ depending on the nature, scope and complexity of programmes and resources available for conducting evaluations. However, the basic steps that are followed include:
- Selection of project for evaluation
- This means identification of the project, activity, job, method or situation which is to be evaluated.
- Purpose of evaluation
The reason behind evaluation is known and background situation must indicate:
- Why you want to evaluate the project
- What questions should be answered by the evaluator
- Is evaluation on situation analysis or evaluation of teaching objectives
- Identification of objectives set in the plan of work
- What were the immediate goals? (Goals stated in plan of work)
- How far were these goals achieved (how many people have learned and adopted the practices taught)
- What goals remain to be achieved? (goals not achieved in the existing plan of work)
- Did people understand and appreciate the purpose of these goals?
- What changes occurred in people? (knowledge, skills, attitude)
- Analysis of extension teaching methods
It must show:
- What was taught?
- How was it taught and by whom?
- Which methods proved most effective?
- What will be the evidence, leading towards the attainment of objectives?
Evidence consists of information related to a particular criterion. According to Sabrosky, by evidence may be classified in terms of changes in the behavoiur of people (knowledge, attitudes, practices etc.) and evidence in terms of opportunity. In the latter case, it is desirable to measure work in terms of the learning situation set up (written materials given, talks delivered, demonstrations conducted, visits made etc.).
Bennett proposes seven levels of evidence for programme evaluation that can be arranged in a hierarchy. At each level, what was planned can be compared to what was actually achieved.
Hierarchy of evidence for Programme Evaluation
| Criteria categories
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Example of type of evidence
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7. End results
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Attainment of end objectives changes in quality of life and living standard of farmers
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6. Practice change
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Number of farmers adopting improved agricultural practices
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5. KASA Change
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Changes in knowledge, attitudes, skills and aspirations of audience
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4. Reactions
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Number of persons showing if extension programme is useful
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3. People involvement
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Percentage of target audience participating in programme
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2. Activities
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Learning situations set up
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1. Inputs
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Number of visits, meetings etc
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- Sources of information
- Who will give information (farmers, homemakers, local leaders, club members, youth, extension workers etc?)
- Recorded information- reports, census etc.
- Do you need sampling or census study? If sample, how to draw the sample?
- Collecting Information
- Who will collect information-evaluator, extension personnel, local leaders etc?
- How will information be collected –interviews, observations, questionnaire etc.
- Form of recording information
- Kind of recording: interviews, questionnaires, scales rating, tests, observation sheets, score cards, checklists etc. to be used
- Data sheet: situation to be studied, progress towards teaching objectives
- Analysis and Tabulation of data for use
- Classification and sorting of data for answering questions
- Method of tabulation
- Bringing out relationships
- Interpretation and reporting of data
- Preparation of tables, charts and graphs
- Summary of findings
- Applications to extension work
- Done in written form
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Participants