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10.3 Design of an Educational Project 173
Fig. 10.5 A generic logic model
classified. An initial analysis of the problem situation might have suggested that
students find the subject boring and do not spend sufficient time practicing clas-
sifying various examples. Research strongly suggests that the time spent on a
learning task and that timely, informative feedback tend to improve learning per-
formance. A game can potentially engage learners so that they are spending more
time practicing albeit in the form of a game, and the game can also provide
immediate feedback. Such a rationale becomes part of a theory of change, creating
in effect a chain that goes from motivation to more time learning and more feedback
to improved learning outcomes.
10.4 Evaluation of Educational Project
The purpose to evaluate the project is to conduct a comprehensive assessment of the
completed project, to determine the relevance, effectiveness, efficiency, impact, and
sustainability of the project to achieve the goal (ILO, 2010).
According to the logical framework, evaluation can be adapted in four aspects:
context evaluation, input evaluation, process evaluation, and product evaluation.
This evaluation model is named CIPP evaluation model developed by Daniel
Stufflebeam and colleagues (Stufflebeam, 1971).
