Encouraging Evaluation and Reflecting
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 10 sides of A4 (or less)
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Overall aim of this chapter: to give the reader of what evaluation is all about, why do it, how to do it practically, the variety of ways we can use it. Include practical tips like being very explicit about giving specific and descriptive feedback and suggestions and giving examples to the audience so that you get the most useful feedback in return.
- Why evaluate? What's it purpose? (Kolb's Learning Cycle, reduce the blind spot of Johari's window); attaining higher educational impact; tailoring learning to the audience's needs
- The Reflective Practioner (Schon) - Mark Waters to write this bit
- Constructivist Evaluation (as developed by Guba and Lincoln) - ?Mark Waters to write this bit
- Types of Evaluation - formal, informal: are both just as reliable/valid?; evaluating process (methodology) as well as content
- Ways of doing evaluation - written, verbal, human graphs, dictaphone messages at the end of a session
- Evaluating significant training events (STEs) - learning from them eg CIQ
- Getting useful evaluation - asking the punters to be specific (give example), descriptive (give example) for good and not so good points. Again, asking them to give specfic/descriptive suggestions. Not making evaluation to lengthy or laborious. Telling them why it is important and that it is okay to give negative comments (and often, they're the more helpful comments: and show them through your non verbals that you actually mean what you say - it is okay!).
- For training practices specifically - eg Tynedale Questionairre (needs modifying)
- This list is just off the top of my head. Please add as you wish.