Modes of Reporting Evaluation Results - Special Academic Support

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Modes of Reporting Evaluation Results

Table of Contents

Introduction
Preferred Way of Obtaining and Transmitting Information
Oral Way of Communication
Written Way of Communication
Conclusion
Reference

Introduction

Communication may be relatively infrequent in some final evaluations with distant audiences who will use the results to make decisions about continuing or expanding the program. Assessors may provide interim written reports to the primary audience and then set up an oral meeting to review the results before presenting the final report. However, in informative assessments, the evaluators constantly contact the primary intended users. In addition to the legal reasons for presenting the results, the rating should be discussed with the intended users during the program visit. In addition to considering outcome and formative goals as the main evaluation categories, it should consider many other potential goals for results and design their reporting strategies accordingly.

Preferred Way of Obtaining and Transmitting Information

I prefer to combine and alternate written and oral forms of communication. Each method has its advantages and disadvantages, but they can and should be adapted to the situation. Sometimes the written word should take precedence over the spoken word, for example, when business correspondence and data must be stored. On the other hand, one can verbally discuss more nuances and understand the interlocutor better without the risk of communicative failure (Fitzpatrick et al., 2017). Assessors should first think about the different methods they can use to present results.

The reporting method, oral, must be adapted to the audience. The most effective ways to capture the attention and interest of this audience and stimulate their understanding and use of the results will vary, often quite significantly. Nevertheless, an excellent reports general characteristics will be highly appreciated regardless of the form of delivery. These features include ( Fitzpatrick et al., 2017) :

Availability
Ability to assimilate
Introduction to the program or assessment
Attitude towards the program and level of interest
Role in decision making
Familiarity with research and evaluation methods in general
Attitude towards assessment and level of interest
Experience in using evaluation results

Oral Way of Communication

In an oral presentation, direct contact with the audience in questions and answers is possible. The reporter can always clarify whether they are understood well enough, ask the necessary questions, and, if necessary, repeat some information (Fitzpatrick et al., 2017). Duplications and repetitions are acceptable and often effective in an oral presentation but are inappropriate when conveying written information. Pronounced in different ways, the same information will reach the consciousness of different people and will be better absorbed by them. If a public oral presentation evokes a response from the audience, then a discussion and even a sharp controversy may follow. In this case, one will be able to fully reveal the aspects of interest to people and convince those who will treat ones words with distrust or skepticism.

It is easy to see the reaction to the information presented in a live performance. In this case, there is an opportunity to change something, to emphasize something, and it is even better to remain silent about something. Even in the presentation, the speaker may deviate from the original plans and direct the conversation in a direction convenient for the narrator and necessary for the audience. Preparing an oral presentation may consist of a preliminary outline of the speech or even a complete written text (Fitzpatrick et al., 2017). In addition, the oral presentation allows and, I think, encourages various narrative explanations, such as infographics or slides. It allows to focus on essential details and keep the attention and interest of the audience.

Written Way of Communication

The most common means of business communication in solving the most crucial management issues is written business communication. As a rule, the written form of business communication is used in cases where the addressee is geographically remote and it is difficult to establish direct contact with them (Fitzpatrick et al., 2017). Modern written communication still cannot convey voice intonation and gestures. However, the availability of technical means of communication (fax, e-mail) provides almost instant feedback, which equalizes written communication with oral communication.

The accuracy and clarity of the language of the message are provided by subject and communicative accuracy. It is inextricably linked with literacy in the broad sense of the word, with the ability to pick up the right words and build them in the correct order. Reports and any business documents should be concise, so I do not give preference to the size of the information provided. I believe that the main requirement is the completeness of information, more precisely, its reliability. Brevity implies the exclusion from the content of written business communication of all minor details, repetitions, and long turns of speech.

In addition, an informative message contains sufficient knowledge to be able to make any decision without any problems. Sufficient knowledge implies reliability, which is based on recording accurate information without a subjective assessment, only an unbiased assessment of events (Fitzpatrick et al., 2017). In this case, there are no opportunities for oral transmission of information that allows neutral means of expression, such as intonation. Although it is a bit more challenging to emphasize in a written report, this still does not prohibit the use of additional resources, such as tables and graphs.

Conclusion

One of the universal ways of exchanging and transmitting information is speech, divided into two parts: oral and written speech, each of which can be effectively used. Consideration should be given to whether the context allows collaborative approaches to improve the understanding of the assessment by potential users or whether one form is preferable. In any case, the results or processes must impact the target users.

Reference

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2017). Program evaluation: Alternative approaches and practical guidelines. Pearson Education.

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