Interactions
● Level of participation, interest ● Power relationships, decision-making, current issues ● General climate for learning, problem-solving ● Levels of support, cooperation
Nonverbal behavior
● Facial expressions, gestures, postures ● Interest and commitment-initial impacts
Program leaders, presenters
● Clarity of communication, access to questions ● Group leadership skills, encouraging full participation ● Awareness of group climate ● Flexibility, adaptability ● Knowledge of subject, use of aids, other teaching/learning techniques ● Sequence of activities
Physical surroundings
● The room-space, comfort, suitability ● Amenities-beverages, etc. ● Seating arrangements ● Demonstrations, facility, plans, etc. ● Brochures, manuals, newsletters, etc.
Products of a program
Recording Observations
When recording observation, you can take a structured, unstructured or hybrid approach. Structured observations are used when we want to standardize information and do a numerical summary on how many people are doing certain things. They provide quantitative data from frequency counts, rankings and ratings. In other instances, you may wish to observe people, activities, or physical aspects as they naturally exist, recording whatever you see that relates to your evaluation questions. You do not confine yourself to looking at preset items. With an open ended, unstructured format, you can pick up things which you might not have thought about in advance. Less structured observations produce qualitative data.
Recording observations is done through one or more of the following means:
● Observation guides ● Recording sheets or checklists ● Field notes ● Pictures ● Combinations
Who can observe?
There is a common misperception that direct observation for evaluation purposes need to be undertaken only by the educator. That is incorrect. There are many options for observers that have unique considerations and benefits for their involvement. They include:
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