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This page links you to a toolkit to design and undertake an evaluation for your teaching and learning project. This will provide you with a framework for designing and conducting an evaluation as well as allow you to download and use a selection of creative ways to capture student voice.

A deck (follow link) presents twelve creative ways to collect information – the tools are easily downloadable and include customisable data collection worksheets and activities (see below), observation sheets and padlet templates. These can be used alongside surveys and other methods you already use. The toolkit with all the information you need can be found here.

Do contact me, Frania, on f.hall@lcc.arts.ac.uk to discuss further how you might plan your evaluation and use the toolkit and choose from the deck. I can help you collect and analyse data as you need. I also collate everything at the end so do get in touch if you would like to use the toolkit.

OVERALL FRAMEWORK FOR EVALUATION DESIGN

The overall evaluation process provides a structure to capture and analyse your evidence. There are three stages to the evaluation process

  1. EVALUATION DESIGN – a form helps you outline your research question, focus in on particular themes and plan your evaluation – perhaps using some of the worksheets provided.
  2. UNDERTAKING THE EVALUATION – the evaluation includes a reflection in the middle of the project using a form to capture thinking
  3. ANALYSIS AND SUMMARY – using the data you have collected drawing conclusions about what worked, what didn’t work, what you plan to do next – and how you will share good practice.

From the form your evaluation design will follow this sort of plan – to choose the quick touch points use the tool kit or use your own surveys etc..

Principles of Effective Evaluation for Teaching & Learning

The original research project explored the key characteristics for effective and robust evaluation. The process and tools reflect these characteristics.

Research shows that evaluation should be:

I. Targeted and iterative
II. Make use of mixed methods with a focus on capturing qualitative data
III. Reflective
IV. Proportionate
V. Actions Oriented
VI. Contextual
VII. Inclusive

I (Nygaard and Belluigi, 2011; Parsons, 2017; Thomas et al., 2017);
II (Beerkens, 2018; Leiber et al., 2015, 2018; Parsons, 2017; Stewart, 2014; Thomas et al., 2017);  
III (Guskey, 2014; Kneale et al., 2016; Thomas et al., 2017; Trigwell et al., 2012);
IV (Austen and Jones Devitt, 2020; Healey et al., 2014; Kneale et al., 2016 Parsons 2017;
V (Guskey, 1999; Healey et al., 2014; Thomas et al., 2017; Trigwell et al., 2012); 
VI (Beerkens, 2018; Leiber et al., 2015);
VII (Austen and Jones Devitt, 2020; QAA Scotland 2023; STEER n.d).  

The design of this evaluation approach has followed these principles – while the quantity of results is important the range of data sets, including those that are collected as a matter of course (eg results, course committee notes), is a key feature of the evaluations. 

DECK

Here are 12 creative evaluative data capture ideas — These tools were developed based on information from the case studies and the academic research undertaken during an educational sabbatical; they were designed by students. They are mostly quick to run at the start or end of a class. The set can also be seen with the full toolkit here.

You can select tools that make sense for what you issue you are exploring: icons help you choose whether you are looking for quick sheets to do in class around student experience, learning or journey, or want to explore a topic in more depth.

WORKSHEET EXAMPLES

These examples of the worksheets present visual ways for students to identify their own learning stages towards their assignment. The full set can be found with the full toolkit on this link.

The Tool Deck, PDFs and Worksheets are written by Frania Hall and designed by Emma Vukman

Illustrations by Freepik.com

FURTHER INSPIRATION

For further inspiration there are a selection of tools that were used for the pilot on this link. you will find information about the staged approach to evaluation design that was adopted for the first year of the pilot.