Page 285 - Nutrition Counseling and Education Skills: A Guide for Professionals

Observation

In many cases, visual observation is an appropriate method of evaluating learning. The behaviors to be
observed should be defined, and an observation checklist may be helpful. When employees are under direct
supervision, systematic ongoing observation over a period of time is a basis for evaluating learning. The
supervisor can observe and report whether the employee is operating equipment correctly or following
established procedures properly. If the employee has been taught sanitary procedures, for example, the
professional can see whether or not they are incorporated into the employee’s work. Evaluate the performance,
using what was taught as a standard. If discrepancies are found, further learning may be indicated.

Performance Tests

When direct observation is not possible or would be too time-consuming and costly, a simulated situation or
performance test can be observed. Performance tests are appropriate in the cognitive and psychomotor
domains. You can ask a wait staff member to set a table, a cook to demonstrate the meat slicer, or a client to
indicate what to select from a restaurant menu. The client could be given a list of foods and asked to
differentiate those appropriate for his or her diet. With permission from the learner, audiotape or videotape
may be used to record the teaching session. The instructor and learner may discuss the results together and
plan further learning to correct any deficiencies. The observer needs to delineate which behaviors are being
observed and what is to be acceptable behavior.

Rating Scales and Checklists

Rating scales and checklists have been used to evaluate learner performance and teacher effectiveness.
Categories or attributes such as knowledge level or dependability are listed and should be defined in detail to
avoid ambiguity. Emphasis should be placed on attributes that can be confirmed objectively rather than
judged subjectively. A 5- or 7-point scale is used, allowing a midpoint, and the ratings should be defined, for
example, from “excellent” to “poor” or from “extremely acceptable” to “very unacceptable.” The list should
include as a possible response “No opportunity to observe.”

Rating scales are subject to several errors. Two evaluators may judge the same individual differently. To
avoid error, definition of the terms and training of evaluators are essential. The ratings may suffer from
personal biases. In addition, some raters have the tendency to be too lenient. Error may result if the rater is a
perfectionist. Some evaluators tend to rate most people as average, believing that few people rank at the
highest levels. Another possible error is the “halo” error, in which an evaluator is so positively or negatively
impressed with one aspect of a person that he or she judges all other qualities according to this one impressive
aspect.

Performance Measures

In employee training programs, individual and group performance measures may be assessed. These may
include work quality and quantity, number of errors, days of absenteeism, number of grievances, and other
types of problems that affect work performance.17

Self-Reports

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