Exploring Evaluation Styles for Social Developmental Learning
Dive into the world of social developmental evaluation styles, learning about clear purpose identification, evaluative questioning, data collection methods, and the importance of public engagement in research activities at the University of Southampton.
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Presentation Transcript
Logic Model Generic Social Developmental Evaluation Styles Evaluation Styles Generic Learning Digital Triangulation Public Engagement with Research Unit University of Southampton
Generic Social Generic Social Clearly identifying the core purpose/outcome of your activity Developing an evaluative question to reflect this core purpose by thinking about what participants and staff would do, think and say if the project outcome has been met Think of questions that are open (do not invite a yes/no answer) and that give respondents scope to say what is important to them Adapt your methods of data collection to the audience, e.g. if working with children, visual methods might be more effective than a questionnaire Home
Logic Model Logic Model Inputs (what is required to achieve aims) Activities (what the project does with the resources) Outputs Short-term outcomes Longer-term outcomes Measurement Tools Home
Digital Digital Photographs Video Video diaries Blogs Audio recording Podcasting Mobile phones (texting, apps, etc.) Internet platforms Web polls Email Home
Developmental Developmental Innovation Radical redesign Replication Complex issues Crises Home
Generic Learning Generic Learning Knowledge and understanding Skills Behaviour and progression Enjoyment Inspiration Creativity Attitudes and values Home
Triangulation Triangulation Using different methods to collect information Asking different people the same thing, to gain a well-rounded perspective of evaluation Mixture of quantitative and qualitative methods (e.g. surveys, focus groups, observation, questionnaires, tracked attendance figures etc.) Bring together different theoretical approaches to interpret the outcomes of research Can also describe the work of several researchers combining their observations of the same evidence during the same time (e.g. a gallery observation by a team) Mix of both primary and secondary evidence Can help to protect against built-in bias within evaluation methods Avoids reliance on the written or spoken word, which can be a barrier for some participants (part of the 'Mosaic Approach') Home
