Methods and Evaluation of Extension Programme - 1 | Agriculture Optional Notes for UPSC PDF Download

Definitions of Evaluation

Various definitions of evaluation are provided by individuals involved in rural development programs. While these definitions mainly pertain to the assessment of the outcomes of extension education programs, they can also be relevant to the educational aspect of such programs.
Some of these definitions include:

• Evaluation is a process that allows program administrators to describe the impact of their program, enabling them to make gradual adjustments to enhance their effectiveness in achieving their goals (Jahoda and Barnit, 1955).
• Program evaluation involves assessing the degree to which the intended objectives have been achieved or the extent of progress made toward the desired direction (Boyle and Johns, 1970).
• Program evaluation is the procedure for determining the merit or value of a program. This assessment is made by comparing the actual performance to what the program is expected to achieve (Steele, 1970).
• Evaluation is the process of collecting, acquiring, and supplying valuable information for assessing alternative decisions (Stufflebeam, 1971).
• Evaluation is a coordinated process carried out by the entire system and its individual subsystems. It involves forming judgments about a planned program based on established criteria and observable evidence (Boone, 1985).

Nature of evaluation

• Evaluation is distinct from measurement: Evaluation is an integral component of extension education that applies to all aspects of extension work. It goes beyond merely measuring accomplishments, which is typically conducted after the program has been carried out. Given that extension is essentially an educational process, it is essential to assess the program's management, methodologies used, achievements aligned with the objectives, and the factors contributing to success or failure.
• Evaluation is not precisely the same as scientific research: When we view evaluation as a process of gathering information to support decision-making, forming judgments, and drawing conclusions, we recognize its resemblance to scientific research. However, there exists a notable distinction between our informal, everyday evaluation practices and scientific research. This distinction is primarily a matter of degree rather than a fundamental dissimilarity. Informal, everyday evaluation represents one end of the spectrum, while scientific research is at the other end. Between these two extremes, there are five different levels on the scale, with no distinct boundaries. These levels include informal, everyday evaluation, self-assessment, self-conducted evaluation, extension evaluation studies, and scientific research.

Types of evaluation

• Self-evaluation: Each worker is expected to engage in this type of evaluation as a regular practice. It involves cultivating a self-critical mindset, a crucial quality in extension work. This self-critical approach increases the likelihood of extension workers continually enhancing their professional competence.
• Internal evaluation: This form of evaluation is conducted by the organization responsible for planning and implementing the program. Some other methods for internal evaluation include maintaining records like diaries and reports from workers, planned field visits by staff members, and using specialized questionnaires and forms for observation and inquiries.
• External evaluation: This type of evaluation is carried out by an individual or a committee from outside the operational area. One notable aspect of the Indian Community Development Programme is the simultaneous establishment of an independent agency known as the Programme Evaluation Organization.

Evaluation can also be categorized into two types: (i) concurrent evaluation, which occurs simultaneously with the program, and (ii) ex-post facto evaluation, which takes place after the program has concluded.