Evaluation
Evaluation is about providing a critical account of the engCETL processes and outcomes. It is an ongoing, iterative process that will provide summative conclusions at the end of an activity or be formative and so report on and inform the progress of an activity or piece of work.
The three main uses of evaluation identified by Chelimskey (1997) and Saunders (2000) are:
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Evaluation for purposes of accountability (e.g. measuring outcomes, effectiveness, efficiency and success).
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Evaluation for furthering development (e.g. of the curriculum) or affecting improvement (e.g. in students’ learning experiences) by providing formative feedback, which will facilitate improvements in the design and delivery of teaching and learning.
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Evaluation for furthering knowledge by collecting and analysing data which leads to enhanced understanding in relation to specific pedagogic activities, aspect of educational policy or planned curriculum change.
Chelimsky, E (1997) Thoughts for a new Evaluation Society in Evaluation 3, 1, 97-109.
Saunders, M (2000) Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning In Evaluation 6, 1, pp 7-21
engCETL Evaluation Activities
HEFCE conducted an interim evaluation of the CETL Programme in July 2007, reflecting on the first two years of operations and plans for future years. An Executive Summary of the Interim Evaluation Report is available.
The engCETL has conducted and commissioned a number of evaluation activities, including:
engCETL: The Experiences thus far of its Seconded Academics (Harry Tolley, 2006)
Evaluating the Engineering CETL learning space at Loughborough. Interim report of outcomes, with recommendations (Ivan Moore, 2007) and the actions arising
External Evaluation of Development Projects: Final Report (Harry Tolley 2008)
engCETL interim evaluation for HEFCE in July 2007, reflecting on the first two years of operations and plans for future years. An Executive Summary of the Interim Evaluation Report: A copy of the full report:
Awarding Credit for Work Based Learning
engCETL Pedagogic Research Associates, Dr Debra Lilley and Dr Sarah Bamforth, investigated the potential for awarding credit for work-based learning through sandwich placement and explored the implications of this for the MEng degree. The report and appendices draw on stakeholder perceptions and the results of a literature review and case studies.
- Credit for Work-Based Learning Report
- Appendix A - Diploma Supplement Example
- Appendix F - IPTME DIS Assessment
- Appendices
Evaluation Websites
Evaluation cookbook
http://www.icbl.hw.ac.uk/ltdi/cookbook/contents.html
Online handbook of support material and references relating to the evaluation of educational technology
http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/append1.html
