Appendix 1: Evaluation Plan

Appendix 1: Evaluation Plan

Effective planning is one of the key challenges of devising and maintain an evaluation system. In this appendix is one example of a learning evaluation plan, first presented as an empty template and then how it might look with hypothetical planning data included. This is provided as an example only and is by no means the only way to create an evaluation plan - you should tailor the approach that best suits your organisational needs.

Apologies! I haven't had time to tidy this up yet, I would recommend the PDF version instead at http://bit.ly/LEManual.

Evaluation Plan Template

Blank - Bachelor of Example

Time cycle of plan: 1/1/1 to 1/1/1

Guidelines

This document is to be written in plain language as far as it is possible, all stakeholders should feel able to participate in the process with a minimum of jargon and acronyms.

Questions should be ordered by approximate priority.

A: Core Questions

These are questions common to all of the courses in the university. Foundation questions are provided here but each course team is encouraged to customise and to build on these.

Key Question	Feedback Methods	Improvement Measures	Responsibility (if the Unit Chair is responsible for primary collection, how is data aggregated?)	Timing (how often and when is feedback conducted and evaluation)	Closing the Loop & Reporting (plus Benchmarking where relevant)

B: Context of the Course

Each course has specific disciplinary and professional needs. These questions seek to measure how effective the course is in is social environment, how well it fits community expectations and social ethical responsibilities. These questions will be largely be specific to each course but some examples are provided here. The emphasis of these questions will change as disciplinary, professional and social expectations evolve over time.

Key Question	Feedback Methods	Improvement Measures	Responsibility (if the Unit Chair is responsible for primary collection, how is data aggregated?)	Timing (how often and when is feedback conducted and evaluation)	Closing the Loop & Reporting (plus Benchmarking where relevant)

C: Impact of Innovations

As innovations are developed and rolled out, it is important to gain a sense of how successful these have been. These questions will change frequently, to keep up with the pace of course evolution and some examples are provided below for the course team to build on.

Key Question	Feedback Methods	Improvement Measures	Responsibility (if the Unit Chair is responsible for primary collection, how is data aggregated?)	Timing (how often and when is feedback conducted and evaluation)	Closing the Loop & Reporting (plus Benchmarking where relevant)

A game plan can be developed from this table by extracting all the key review dates and placing them on a timeline.