Extension educators are expected to follow up with their participants to understand how their educational efforts influence practices and behaviors. These follow up surveys may also be structured to collect impact data centered on changes to social, economic and environmental conditions. The example below provides an example of a set of questions focused on making progress towards a set of practices. While the questions below are specific to agriculture, you can use the overarching framework and simply switch on the practices to match your program context. Please check the appropriate box for your response. As a result of this Extension training, have you made any progress with regard to the following practices? Yes No Applying conservation tillage practices? Following a crop rotation? Following minimum tillage practices? Using crop residue as a ground cover? Using cover crops? (Retrieved from: https://evaluation.ces.ncsu.edu/evaluation-follow-up-evaluations/) Direct Observation
We often become so involved in developing questionnaires to secure information from people that we overlook the fact that considerable data can be collected by just observing. Direct observation is an underused and valuable method for collecting evaluation data.
When is observation useful?
Observation is an essential element in good teaching and program development. In evaluation, it can be used to secure benchmark and descriptive data during program initiation and to document program activities, processes and outcomes. Observation is appropriate in the following conditions: ● When you want direct information. ● When you are trying to understand an ongoing behavior, process, unfolding situation or event. ● When there is physical evidence, products or outcomes that can be readily seen. ● When written or other data collection procedures seem inappropriate.
Cloutier et al. (1987) provide a list of program components to observe (see table below).
Program Components to observe Characteristics of participants
Examples
● Gender, age, profession/vocation, dress, appearance, ethnicity ● Attitude toward subject, toward others, about self ● Skill and knowledge levels ● Statements about commitments, values, changes to be made
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