First, an evaluation can be completed in which the teaching method's outcomes are viewed solely against the aims, objectives and costs of implementation. In most cases, however, it is preferable that any evaluation take into account the benefits of at least one alternative teaching method. Therefore, the second form of evaluation is a comparative evaluation, which also considers the new teaching method in relation to the costs and outcomes of an alternative or existing teaching method. It is important to assess any new teaching method in terms of the aims and objectives of its predicted and actual outcomes. The method's aims should ideally be fully specified at the outset and, where necessary, modified during the implementation period.
Objectives focus on shorter-term goals, such as individual course or lesson attainments.
This is the question that needs to be addressed fully. However, it is also necessary to consider whether or not there were any other gains that were not originally foreseen. The results of the pre-determined and possibly modified, methods of assessment used need to be detailed. These will include those that indicate intermediate and final learning gains, through comparisons between initial and later levels of knowledge and competence. It is unlikely that the more 'traditional', measurable forms of assessment will be difficult to quantify - the amount of knowledge gained, whether factual or conceptual can fairly readily be assessed.