Church education programs are rarely, if ever, evaluated. Leaders seem satisfied with making value judgments about groups, courses, or classes that are based on anecdotal information or the numbers in attendance. This presentation suggests evaluative processes that can improve the effectiveness of teaching and learning in the church. Educational evaluation defined
Educational evaluation is the process of making judgments about the worth or importance of educational intentions, strategies, and outcomes on the basis of objective information.
There are three areas for evaluation: intentions, strategies, and outcomes
• Intentions are the goals and objectives of a course or class. Questions are asked such as, What do we want to happen as a result of this activity? How will we know that it has happened? What changes are anticipated in learner knowledge, attitude, and behavior?
• Strategies are planned learning activities, methods, and procedures. Leaders ask, To what degree have our procedures been effective in accomplishing the goals and objectives?
• Outcomes identify what has actually happened. Questions are asked such as, What really happened? What identifiable evidence is there to tell what has happened?
There are two forms of evaluation. These are formative evaluation and summative evaluation. The first is conducted during an educational experience, while the second is done at the end of a course or class.
Formative Evaluation is a process for identifyi
ng the success or failure (strengths or weaknesses) of a course or class as it is being taught. Formative evaluation involves making judgments about the effectiveness of teaching and learning while a class is underway so that corrections can be made during the course.
Formative questions
-What are the strengths and weaknesses of this program in comparison with others that are similar?
-Are the methods and media being used correctly?
-What suggestions should be considered for improvement in the content and process of the teaching?
Summative Evaluation is used at the end of a course of study. It assesses the effectiveness of the course or program in accomplishing its intended goals. Summative evaluation is often used to determine whether or not a course will be repeated or modified for being taught again.
Summative Questions
-To what degree was the course meaningful?
-In what ways was growth promoted?
-Did the teaching fit within the context and goals of the church and its education program?
Robert E. Stake has developed “an approach to evaluation that is responsive to the particular program being evaluated and the people involved in the program” (p. 57, Standards-Based and Responsive Evaluation). There are three elements to Stake’s model: Antecedents, Transactions, and Outcomes.
Three elements - Antecedents
Definition: Antecedents are the issues that led to the development of a course or class. These are based on felt or prescribed needs and are reflected in a course’s intentions, strategies, and resources.
Example: Antecedents can be assessed by reviewing any written statements about intentions, strategies, and resources, as well as talking with those who proposed the course or program and were among its participants.
Three Elements - Transactions
Definition: Transactions (also called strategies) are the educational experiences of the leaders and participants. These experiences can include directly and indirectly implemented teaching and learning methods.
Example: Transactions are evaluated most frequently by observing the teaching and learning that takes place. Learners and teachers can also be interviewed.
Three Elements - Outcomes
Definition: Outcomes are the results of a course or class. Results can include changes in learner understanding, attitude, and behavior.
Example: Evaluators can assess outcomes by gathering information through surveys, questionnaires, or interviews about what participants have learned.
Summary of Stake’s model
By considering all three elements of Stake's model, leaders can make somewhat informed decisions about the quality of an educational course or program. This can provide a foundation for improving future teaching and learning in the church.
Questions for educational evaluation
What were the learning intentions for a group or class?
What strategies were used?
What were the outcomes, and how did they relate to the intentions?
How was formative evaluation done?
How was summative evaluation conducted?
What antecedents were identified?
How effective were the transactions?
In what ways did the transactions lead to the anticipated outcomes?
Summary of evaluation in church education
This presentation has introduced processes for educational evaluation in the church. Included were definitions and descriptions of educational evaluation, including intentions, strategies, and outcomes; formative evaluation, and summative evaluation. The evaluation model of Robert Stake was also described as an approach for making decisions about antecedents, transactions, and outcomes. These can be powerful tools for improving church education.
Resources for educational evaluation
Stake, Robert. Standards-Based and Responsive Evaluation. https://amzn.to/3oZ0zzw
Ferguson and Lefever. Christian Educators' Guide to Evaluating and Developing Curriculum. https://amzn.to/3J34IcB
End notes
Theorists for educational evaluation
There are a variety of perspectives on educational evaluation that could be of benefit to church education. A few examples are Robert E. Stake, Michael Scriven, Daniel Stufflebeam, and Elliot Eisner. I have chosen Robert E. Stake for this presentation because of a preference for his qualitative approach. Stake’s primary models are the “Responsive Model” and the “Countenance Model.” The elements that I selected in these models seem especially applicable to church education.
The context for evaluation
Many churches already have objective data for identifying the intentions of church education. Churches that subscribe to creeds, confessions, or other belief statements have a firm foundation for stating intentions. Publishers of Sunday School, youth ministry, and small group materials usually have well-written suggestions, or even lesson plans, that include objectives (aims, goals, or intentions), strategies (methods, learning activities, or processes), and outcomes (application or results). When leaders incorporate these resources into a church’s educational processes, they will be amplifying the effectiveness of teaching and learning in powerful ways.
End notes
Theorists for educational evaluation
There are a variety of perspectives on educational evaluation that could be of benefit to church education. A few examples are Robert E. Stake, Michael Scriven, Daniel Stufflebeam, and Elliot Eisner. I have chosen Robert E. Stake for this presentation because of a preference for his qualitative approach. Stake’s primary models are the “Responsive Model” and the “Countenance Model.” The elements that I selected in these models seem especially applicable to church education.
The context for evaluation
Many churches already have objective data for identifying the intentions of church education. Churches that subscribe to creeds, confessions, or other belief statements have a firm foundation for stating intentions. Publishers of Sunday School, youth ministry, and small group materials usually have well-written suggestions, or even lesson plans, that include objectives (aims, goals, or intentions), strategies (methods, learning activities, or processes), and outcomes (application or results). When leaders incorporate these resources into a church’s educational processes, they will be amplifying the effectiveness of teaching and learning in powerful ways.
Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia
YouTube version of this blog: https://youtu.be/Pn6h87CJ_ng
YouTube version of this blog: https://youtu.be/Pn6h87CJ_ng
