EVALUATE: Enhancement of Value Added Learning: Updating and Adapting Teaching with Evidence
What evidence do we have already? What do student evaluations at the modular level tell us or indeed at the macro level on the National Student Survey tell us? These measures often feel like TripAdvisor where the negative comments outweigh the positive both psychologically and practically.
How do we measure change and growth – is it just maturation and skill development? How do we address the core topics that students find difficult (or are we just using those topics to discriminate between students)? Predominantly, I am interested in what improves my students performance in an efficient and effective way for me and them.
Much of our teaching involves providing students with content material and most of our assessment involves asking students to apply that material in an evaluative and critical way. I tend not to ask my students what they ‘think’ but instead ask them to ‘reason’ about a particular problem or issue as this involves evaluating evidence.
Critical Reasoning Involves Thinking, Interpretation, Comprehension and Analysis for Learning
As an introduction to the topic please watch this video (50 mins)
SALTI Pedagogical Webinar: How to do pedagogical research. Experiences and practices of a novice, Dr. Elizabeth Shively (School of Divinity, Univ of St Andrews).
For some further ideas you might also like to hear from Dr Peter Verkoeijen presenting to the TILE Network (now based in Glasgow)
Applied Research in the Classroom
Let’s jump straight in with something fairly simple that is close to our hearts. The Equality Challenges Unit provides a generic guide to evaluating diversity and inclusion in the workplace from both a quantitative and qualitative perspective. It seems to me that this is a very useful framework for evaluating any issue.
A Case Study and guidance to evaluation – Evaluating Equality and Diversity – Monitoring and Evaluating Impact, Analyzing Qualitative Data
And for something more wide-ranging: