Designing an Evaluation Plan

1
Designing an Evaluation Plan
2
Get it rolling

• To generate a good plan means logically working
  through a series of issues
• stakeholders and their concerns
• constraints
• translate concerns into key evaluation questions
• selection of data gathering methods to address
  key questions that are to be the focus

3
When do you make a plan?

• Planning for evaluation should occur as part of
  the other planning activities associated with
  project start up.

4
Form a team

• An evaluation group should be established and
  basic management issues need to be addressed

5
Identifying stakeholders

• Understanding the stakeholders and the audience
  of the evaluation report(s) will shape
• the goals/objectives of the evaluation
• the questions to be asked and when
• the methods of data collection, analysis and
  reporting

6
Identifying concerns

• Stakeholders will likely differ in their concerns
  and what they want to find out, but these are not
  necessary mutually exclusive.
• Concerns will vary from project to project.
• Concerns will change over the life of the
  project.

7
Stages

• Pre-implementation
• Which concerns need to be addressed during the
  design and development of the project?
• Post-implementation
• Short term
• Medium term
• Long term

8
Constraints?

• These factors will determine the size and scale
  of the evaluation and what the evaluation team
  can do practically.
• Budget and resources
• Time
• Availability of competent staff
• Pre-specified evaluation objectives,
  methodologies and/or reporting procedures
• Legal or ethical issues
• Availability of data
• Political considerations

9
The questions

• You must spend time on getting the evaluation
  questions right.
• OR, you may get the wrong answers, or answers to
  questions you didn't ask or want to know about.
• Action Questions
• High Value Questions

10
Data Gathering

• It is best to use a number of data gathering
  techniques and/or sources of data to substantiate
  findings.
• This is known as a process of triangulation the
  use of multiple investigative methods or
  information sources to get the answer to the
  question at hand.

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Data Sources

• Students prospective, current, past, withdrawn
• Colleagues teaching partners, tutors, teachers
  external to the project
• Discipline/instructional design experts
• Professional development staff
• Graduates and employers
• Documents and records teaching materials,
  assessment records, tatements and tasks

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Selecting a methods

• Paradigm for the study (empirical, interpretive,
  critical theory-based, pragmatic)
• Time involved in preparing to use the particular
  method/tool (e.g. preparation of a bank of
  questions for a questionnaire)
• Time involved in gathering or recording the data
  on the part of the data collector on the part
  of the 'evaluee/s'
• the time needed to analyse and report the data
• the scale involved the number of students,
  staff required for valid/authentic data.

13
Method Now what?

• The skill/expertise required to use the method
• The expertise, personnel and/or resources
  required to analyze and/or report the data.

14
Storing the data

• Making sure that data is safe and not lost
• Thinking through filing categories e.g. by
  question type data source data method
• Considering confidentiality requirements other
  safeguards arrangements to access data

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Ethical Considerations

• In any evaluation, the rights and welfare of
  'subjects' need to be respected and protected.
• Privacy Some data gathering techniques may be
  perceived as an invasion of privacy if prior
  consent on the part of the subject(s) has not
  been gained.
• Confidentiality Much information that subjects
  provide is given in confidence unless specific
  permission to use 'private' information.