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Evaluation
Presentation to Developing Your Access Agreements Conference February 2014 Tristram Hooley
International Centre for Guidance Studies University of Derby www.derby.ac.uk/icegs
Understanding evaluation
The Office For Fair Access (OFFA) has specified that access agreements should set out how institutions plan to monitor and evaluate WP activity and specify that resources should be set aside for this purpose (OFFA, 2012: 24).
HEFCE has also stressed the importance of evaluating WP activity, arguing that it is essential for the effective development of institutions strategies and practices in this area (HEFCE, 2010, Annex A). Evaluation should therefore be important to all HE providers, clearly acknowledged in WP strategies, and apparent in WP practice.
What is evaluation?
When people seek to evaluate what they are doing as part of an attempt to learn and improve, they are usually undertaking a formative evaluation, so called because it is undertaken to inform what is done while the activity is still in progress. We would like to find out how to do these things better When people evaluate to make a judgement on the value of a particular activity and to draw out what has been learnt, it is usually a summative evaluation; so called because it attempts to create a summary of what has been achieved and what the impacts have been.
Why evaluate?
Evaluation enables us to: examine what we do
Levels of impact
Results Behaviour Learning Reaction
Planning an evaluation
R Reasons and purposes What are the Reasons and Purposes for this evaluation? Examples: planning, accountability, developing, to gain resources What will be the Uses of the evaluation? Examples: staff development, learning from good practice, strategic planning, PR, completion of Table 7 in the annual monitoring return to OFFA/HEFCE What will be the Foci for our evaluation? Examples: range of activities, emphasis, aspects of evaluation, identification of priority areas What will be the Data and Evidence? Examples: qualitative (interviews, case studies), quantitative (questionnaire) Who will be the Audience? Examples: HEFCE, senior management, other stakeholders What will be the Timing? Examples: once a year, at year end Who will be the Agency conducting the evaluation? Examples: staff developer, course co-ordinators, external facilitator
Uses
Foci
D A T A
What new data might need to be gathered to support your evaluation in terms of input, participation and output data
Publish or perish!
Too little evaluation and impact work on widening participation is published.
Writing up your evaluation for broader circulation is an important way to support the development of the sector. Self publication Journal publication Partnership with academics Using external consultants
Bibliography
Dent, P., Garton, E., Hooley, T., Leonard, C., Marriott, J. and Moore, N. (2013). Higher Education Outreach to Widen Participation: Toolkits for Practitioners. Evaluation, 2nd. Edition. Bristol: HEFCE. Hooley, T., Marriott, J. and Wellens, J. (2012). What is Online Research?: Using the Internet for Social Science Research. London: Bloomsbury Academic. Hughes, D., Bowes, L., Hartas, D. and Popham, I (2001). A Little Book of Evaluation. Sheffield: CSNU. Moore, N., Christopoulos, M., Dimitriou, K. and Hutchinson, J. (2011). Researching the Aimhigher Greater Manchester Graduate Officer Programme. Derby: International Centre for Guidance Studies.
Moore, N. and Hooley, T. (2011). Building a Progression Culture: Exploring Learning Organisations' Use of The Progression Matrix. Derby: International Centre for Guidance Studies.
Contact details
Dr Tristram Hooley Reader in Career Development International Centre for Guidance Studies University of Derby