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A framework for evaluation: Stage 3

Stage 3 Integrate findings, interpret and critically reflect

A framework for evaluation : Stage 3. Integrate findings, interpret and critically reflect The simplified 3 stage integrated teaching development framework (Vigentini, Negin & Kligyte, 2016; Pardo & Mirriahi, 2017). Used with permission.

Now that you have collected your data, the next step is to integrate, interpret and reflect on these findings. To successfully integrate in an analytical way, educators need to put themselves at the core of the evaluation process and drive the process with questions and active reflection.

This stage can be done at a range of depths and critique. For example, as an evaluator you could adopt an analytical approach, or combine an analytical approach with a critically reflective one.

The challenge is to interpret the findings and critically reflect on what you learn from them and what they imply for your future actions.

A crucial element is to shift from observation (collection and reporting phases in the analytical cycle presented earlier) to action (the prediction informed by the analysis of evidence and the refinement of practice modeled data).

This shift informs the continuous improvement of practice and ultimately may lead to enhancement.

However enhancement is not always the aim: sometimes this could be the by-product of the purposeful application of the analytical cycle which provides better insights and inform refinements.

When you write up your mini-evaluation at the end of this course in weeks four and five you will be engaging in Stage 3 of the framework. That is, you will be integrating and interpreting your findings from your mini-evaluation and reflecting on the findings to identify your key learnings.

References

Vigentini, L., Mirriahi, N. & Kligyte, G. (2016). From reflective practitioner to active researcher: Towards a role for learning analytics in higher education scholarship. In M. J. Spector, B. B. Lockee and M.D. Childress (Eds). Learning, Design, and Technology, Switzerland, Springer, pp 1-29.

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This article is from the free online course:

Introduction to Enhancing Learning and Teaching in Higher Education

UNSW Sydney