Page 36 - Training of the Trainers: Integrating One Health Core Competencies for Teaching Future One Health Workforce

Class or program evaluation can be conducted at different stages, depending on needs

and resources. Based on the timing of evaluation, the evaluation can be divided into four
types.

1) Needs assessment is conducted before a program or class starts in order to define
needs and adjust the class or program accordingly.

2) Formative evaluation is done throughout the class or program to improve

learning.
3) Summative evaluation is immediately conducted at the end of the class or

program and used for comparing objectives against outcomes.
4) Impact assessment is conducted further down the road to see what the longer-

term impact was.

Needs Formative Summative Impact
Assessment Evaluation Evaluation Assessment

• Goal: Define • Goal: Improve • Goal: • Goal:
needs & adjust program/learnin Summarize Understand
• When: Before g results; judge long-term
program/class • When: Ongoing performance impact
starts • Forms: Quiz, • When: End of • When: After
survey, class or program program has
feedback • Forms: Final ended (more
exam, portfolio than three
months), but
rare for classes

Figure 8: Different Stages of Evaluations and their Details

Each evaluation contains different types of questions and goals to achieve (Table

XV). For formative evaluation, general questions include “How is the program working?”
“How well are students learning?” and “What needs or problems are arising?” Questions such

as: “Did the program achieve its goals?”, “Did students achieve the learning objectives?”, and

“What effect did this program/class have on students?” may be found in the summative
evaluation.

Evaluation is complex as it serves many different purposes and comes in many
different forms. Each has different opportunities and constraints; evaluators therefore need to

decide properly based on their needs and resources. Furthermore, it is a political decision

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