Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
12 - Evaluation
from Planning
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
Summary
Evaluation should be an integral part of any teaching or training. Evaluation will let you know whether your learners have achieved the intended learning outcomes and it is an opportunity to gather evidence of the impact of your teaching sessions. Evaluation and assessment are closely linked.
Methods of evaluation should be considered when developing teaching and embedded throughout the teaching process, not just bolted on to the end of a session. Evaluation is often thought of as the printed form handed out at the end of courses, but it should be a much more considered process that is integral to your planning, development and delivery. Take every opportunity to gather evidence of the impact of your teaching.
Evaluation can take place on different levels. Although designed for the business context, Kirkpatrick's (1959) four levels of evaluation model is widely used. The levels are:
1 Reaction
This is how the learner feels at the end of your teaching session or course. It is usually measured by the ‘happy sheet’, so named as it can really only measure at the reaction level. This is an opportunity to gather learners’ opinions on your session, including practicalities such as organization, venue, refreshments, etc., but also on content – did they feel the session was useful? Did the session meet its aims? This can also be a good opportunity to find out what further training is needed. You can attempt to measure beyond reaction by asking how learners will use the knowledge and/or skills gained in the session.
2 Learning
This relates to knowledge or skills acquisition – what did the learners actually learn? This is where evaluation is closely linked to assessment. This does not necessarily mean formal assessment via an exam, etc., but could be informal questioning by the teacher or a demonstration of skills in a practical session. In your planning, think about how learners can demonstrate that they have learned what you are trying to teach – this should impact the design of your session.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 39 - 41Publisher: FacetPrint publication year: 2011