Example Evaluation Plan

Evaluation Plan Template – This is an example of what an evaluation plan might look like.

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)
How successful are students at meeting learning objectives?	Analysis of results	Improved results, especially reduction in fail grades	Examiner's Board Course Director	End of Semester	Reports to Board of Studies
Are students completing the course?	Completion statistics, analysis of retention data	Higher retention rates, completion rates	Central university	End of year	Reports to school
Is the course understanding and meeting student needs?	Student surveys SMT feedback Focus groups	Improved feedback, clear up rate of responses to feedback	Central Unit chairs Course director	Yearly Each Semester Several each year	Reports to school and closing the feedback loop with students
Has there been an improvement to feedback given to students during the course.	Course map Focus groups	Number of formative tasks Number of peer course assessment tasks in the course Qualitative feedback	Course director	Yearly Several each year	Report to school and closing the feedback loop with students
Are students engaged and motivated to learn?	SMT Focus groups Student contact events	Feedback Higher degrees of student involvement in enhancement and innovation processes.	Course team Student representatives	Semester Several each year	Reporting to school and students, with student participation in preparation

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)
How does the course connect to discipline or professional standards?	Course review and accreditation	Fidelity to standards, going beyond compliance	Course director School executive	In keeping with external review body	Report to review body
Is the course current and relevant to practice?	Feedback from profession, industry or community through survey and interviews	Improved quantitative and qualitative feedback	Course director Head of School	Annual	School report Benchmarking with other programs
Does the course provide students with a strong ethical foundation for practice?	Course mapping SMT Portfolio of student work	Content analysis	Course director Unit chairs	Bi-annual	Course portfolio including examples of student work and reflection from students and staff
Staff views changed over the process?	Staff surveys Retreat Mentoring	Improved data and rates of response to issues	Course team	Annual	Staff blog Course portfolio including reflective evidence

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)
Has [specific innovation] improved learning?	Depends on innovation plan, but may include student survey and peer feedback	Each innovation should have its own measure of success.	Program developer	First time an innovation is used and after if the team thinks that it is necessary	Report, included in course portfolio, research publication, learning yearbook.
Have student resources been enhanced?	Peer review of content	Number of cloud concepts. Quality of located learning experiences Analytics on access to resources.	Course director Course team	Annual	Report to school, closing the loop with students as well.
Are we successful in sharing the experience with peers and the wider community?	Learning research publication. Presentation at annual learning conference and external conferences	Publication of reports Engagement in media Academic journal articles and conference papers	Course director Course team	Annual	Course portfolio Course media portfolio Staff Blog

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