How to evaluate: Introducing a framework for evaluation

In practice there is almost no limit to how you can approach evaluation. Indeed, the evaluation process works best if it is designed to respond to the needs of your personal educational context. To make sure your evaluation is effective in enhancing your practice, the next step is to develop a ‘how to’ plan.

Here is a simplified version of a framework to give your plan a structure.

This 3 stage integrated teaching development framework (Vigentini, Negin & Kligyte, 2016) guides educators through stages of developing their approach to evaluating their teaching practice with the aim of enhancing their practice.

3 stage integrated teaching development framework (Vigentini, Negin & Kligyte, 2016) guides educators through 3 stages of developing their approach to evaluating their practice. Four possible positions an evaluator may adopt. Four possible positions an evaluator may adopt (Vigentini, Negin & Kligyte, 2016; Pardo & Mirriahi, 2017) Used with permission

Each stage is explored in the next three steps. You will be scaffolded throughout this course to use this framework for your mini-evaluation.

References

Pardo, A., & Mirriahi, N. (2017). Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The Flipped Classroom: Practice and Practices in Higher Education (pp. 177-191). Singapore: Springer Singapore.

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. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design and technology: An international compendium of theory, research, practice, and policy. New York: Springer.

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This article is from the free online course:

Introduction to Enhancing Learning and Teaching in Higher Education

UNSW Sydney