Hi Stephen - if its of any help to you
I have found that the questionnaires designed specifically to the delivery
of the single module's and of course end programme questionnaire to which I
have described below
All of which detail questions on the overall programme content which
includes:
* the delivery methods of the lecturer/trainer/assessor
* elicits the relevant information on customer satisfaction
* course contents and delivery.
This information once collated together gives you information to be able to
assess delivery and if the programme is working to meet the needs of
different learning styles and a continual redesign which guarantees quality
at the heart of training
The formative assessment of the programme which includes a one to one review
of progression on work based tasks etc set against the standards being
assessed and includes the feedback to the candidates being accredited and
shows the following areas.
* Assessment methods utilised aids the progression of achievement of
the individual
* Tells how the individual achievement was evidenced
* Helps individual learners to achieve at a slower pace rather than
target the high flyers
* Aids the summative assessment in accrediting the candidate with
competence
* Allows for appeals against the decision of the assessment
* Records feedback of the assessment practice and assessor
The relevant questionnaire is again designed for to elicit the information
on personal effectiveness of the assessment methods/assessors/overall
programme activities including work placements in the business environment's
There are no pre set questionnaires for this but the assessor/lecturer
/trainer is responsible for evaluating the whole of the practice and making
the relevant changes to the programme delivery/programme outputs/ innovative
approaches and of course evaluates the knowledge of the existing clients
both internal and externally.
You will find that the customers are very truthful in their comments in the
questionnaires.
It also brings out facts on behaviours and attitudes of those customers
which have to be tackled within he context of the programme and of course
the person who is delivering (the facilitator ) then has to include this in
his/her delivery and manage this change in those behaviour's also.
Regards IRIS
-----Original Message-----
From: Stephen Payne
[SMTP:
spayne@mail.gcsu.edu]
Sent: Wednesday, October 17, 2001 8:44 AM
To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: evaluation of teaching
effectiveness
Wonder if some of you can point me in a useful
direction related to this
concern:
I'm serving on a university committee studying and
recommending a process
for assessing teaching effectiveness. I've done
some research on this and
identified four or five institutions here in the USA
that seem to have
examined "best practices" elsewhere in revising the
content and process
of their own existing teaching evaluations (student
perceptions and other
sources; summative and formative). There are
probably articles that I've
missed (and web pages from institutions that have
recently established
perhaps innovative approaches to assessing teaching
effectiveness). If
you've run across anything interesting recently on
this topic (that can
create a lot of debate and controversy within a
university), I'd
appreciate your indicating a source that I could
check and read. Thanks.
--- Steve
Steve Payne
spayne@mail.gcsu.edu
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