Evaluation strategy
The evaluation will assess the impact of the course developments which are being implemented.
The evaluation will build on research already undertaken, which included the following:
- Analysis of material from submitted student Personal Development Plans
- Qualitative interviews with final year students
- Focus group meetings with second and third year students
- Ongoing evaluation from students who are contributing to projects.
The evaluation strategy is likely to be broadly qualitative in nature, as described above, but may include quantitative aspects, for example examining retention rates, student experience surveys and course evaluations. The strategy will be developed in consultation with students.
The evaluation will also draw on the expertise of the Learning and Teaching Institute (LTI) at Sheffield Hallam University in developing an appropriate evaluation strategy. The following are examples of research published from the LTI which relate to the use of PDP and to ePortfolios:
- Bradley, S. A., Clegg, S. and Macdonald, R. (2003) 'Models of progress files: practices and processes on the ground'. Abstract of 11 th Improving Student Learning Symposium, Improving Student Learning: Theory, Research and Scholarship, held September 2003, Hanover International Hotel, Hinckley.
- Clegg, S. and Bradley, S. (2006) 'Models of personal Development: Practices and Processes'. British Educational Research Journal, 32(1), p 57 - 76.
- Clegg, S, Alison Hudson, A. and Mitchell, A. (2005) 'The personal created through dialogue: enhancing possibilities through the use of new media'. ALT J,13(1), 3-15.
- Mitchell, A and Bradley, S. A. (2002) ‘Subject leadership and design and technology’. DATA International Research Conference, Coventry, pp.145-152, The Design and Technology Association, Wellesbourne.
Website development by the Learning and Teaching Institute, Sheffield Hallam
University.
