Delivery, assessment and evaluation

Delivering Learning

Brilliant teaching and training in FE and skills

A guide to effective CPD for teachers, trainers and leaders’ – report and linked evidence from the IfL
IfL2010-BrilliantTeachingAndTrainingEvidence.pdf
IfL2010-BrilliantTeachingAndTrainingGuide.pdf

Learning and Teaching from James Atherton

is ‘three linked sites exploring learning and teaching in college, adult and professional education’. Excellent throughout, with sections on theory and practice, which are authoritative, informative and thought-provoking. http://www.learningandteaching.info/
There is a how to teach section at http://www.dmu.ac.uk/~jamesa/teaching/contents.htm

Improving Teaching from the Excellence Gateway

This exhibition site brings together some examples of work produced during the Foundation-funded initiative: “Outstanding teaching, learning and assessment” (OTLA).

Through collaboration and research, providers from across the sector focused on activity that would improve teaching, learning and assessment practice with the aim of achieving outstanding results. What has emerged from these activities is strong evidence that focused collaboration with other practitioners will result in improved Teaching, Learning and Assessment (TLA).

The projects generated a wealth of knowledge and resources, some of which are available here for you to explore. Some of the examples you will see have already been judged as outstanding practice, whilst others have generated new interest in practitioner CPD or impacted positively on student learning.

https://improving-teaching.excellencegateway.org.uk/

Assessing and Evaluating Learning

Assessment

Assessment for Learning (LSDA)

Teachers make professional judgements on learners’ performance in every teaching and learning session undertaken, whether consciously or subconsciously. Using these professional judgements and translating them into feedback on the quality of individuals’ work is the focus of the Assessment for Learning strategy. By concentrating on the learner and the quality of learning in individual classroom sessions, this publication supports practitioners striving for improved teacher-led assessment. Download (pdf 300k)

Identifying Learning and Support Needs: a digest of assessment tools for initial assessment in various areas, including Key skills, personal effectiveness, personal style and others from the Scottish Executive.

A useful and full range of sources with links to more details for most of the topics.
http://www.scotland.gov.uk/library3/education/ilsn-00.asp

Initial Assessment: A learner centred process (LSDA)

This document provides an introduction and an overview of the initial assessment process.Download (pdf 260k)

Evaluation

evaluation: theory and practice @ the encyclopaedia of informal education

Evaluation is part and parcel of educating – yet it can be experienced as burden and an unnecessary intrusion. We explore the theory and practice of evaluation and some of the key issues for informal educators. From the excellent informal education site
http://www.infed.org/biblio/b-eval.htm

Evaluation Cookbook

Gives descriptions of methods that can be used to evaluate the use of learning technology in higher education, but has much general relevance. Includes “recipes” for different evaluation methods and useful information for planning, running and reporting on your evaluation. From the Learning Technology Dissemination Initiative, and at http://www.icbl.hw.ac.uk/ltdi/cookbook/

Evaluating Soft Outcomes and Distance Travelled (Institute of Education)

Soft outcomes are outcomes from training, support or guidance interventions, which unlike hard outcomes, such as qualifications and jobs, cannot be measured directly or tangibly. Distance travelled refers to the progress that a beneficiary makes towards employability or harder outcomes, as a result of the project intervention. The acquisition of certain soft outcomes may seem insignificant, but for certain individuals the leap forward in achieving these outcomes is significant. A useful contribution to the field.
Download (pdf 196

Geoff Petty on evaluating

Download (MS Word 46k)

Stories from the front line – The impact of inspection on practitioners (2003) Sandra Rennie, Bradford College. Yorkshire and Humberside Learning and Skills Research Network.

This document tells the inspection story from the perspective of those inspected, and ‘explores the impact of … inspection arrangements on practitioners in further education (FE) colleges.’ It is a really good example of a worthwhile and potentially high impact piece of practitioner research.Download (pdf 160k)

User-friendly evaluation (National Science Foundation)

A handbook which discusses quantitative and qualitative evaluation methods, suggesting ways in which they can be used as complements in an evaluation strategy. As a result of reading this Handbook, it is expected that practitioners will increase their understanding of the evaluation process, as well as gain knowledge that will help them to communicate with evaluators and manage the actual evaluation. Download (pdf 370k)