|Learning and Teaching in Practice|
|Module 9: Evaluation of Learning design|
|Evaluation||Introduction | Reflective practice | Functions | Mixed methods | Summary|
Functions refers to different types of evaluation because each serves a different purpose (or function).
The type chosen will also depend on the evaluation question that is being asked and the decisions that need to be made. For example, a manager may need to ascertain whether it is wise to spend a large sum of money developing a new programme of learning. A needs analysis is a form of evaluation that could help with such a decision. If the new programme goes ahead, evaluation at the beginning of designing the curriculum will help to guide the direction of the development. For example, a question you might ask is: how should the components of the programme be designed to engage the students and enable them access to the learning environment? How should it be delivered to attract enrollments (online, blended or all face-to-face)? Are you beginning to get the picture?
- Types of evaluation
An important thing to consider is whether the evaluation is formative or summative.
- Formative evaluations are carried out during the concept or early design and development phases or when the strategy, course or product is first launched (piloted).
- Summative evaluations happen at the end of the course or when a product has been used for a specified period of time.
To find out more about these two different approaches, read Formative or summative evaluation?
What have Emilia and Brett got to say about this topic?
| Emilia's evaluation questions for the formative evaluation of her proposed design are:
| Brett wants to start his action research inquiry with two broad questions: