Designing an Evaluation Plan
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Designing an Effective Evaluation Plan: Stakeholders, Concerns, and Data Gathering, Slides of Performance Evaluation
Guidance on designing an evaluation plan, including identifying stakeholders, concerns, stages, and data gathering methods. It covers pre-implementation and post-implementation stages, constraints, and data sources. The importance of getting evaluation questions right is emphasized.
Typology: Slides
2012/2013
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Designing an Evaluation Plan
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
Form a team
An evaluation group should be established
and basic management issues need to be
addressed
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
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
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
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.
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Students — prospective, current, past, withdrawn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
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.
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