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Evaluation Progression Model (redirected from Evalution Progression Model)

Page history last edited by bradyx 12 years, 1 month ago

Evaluation

 

Our project will be evaluated using our project progression model (Fig 1.1) and assessing it against the 5 core dimensions (Table 1.1.)

 

Fig 1.1: Project Progress & Impact

 

This model illustrates the core levels of project progression to meet the intended outcomes/outputs of the project and includes a layer of the wider potential and longer-term opportunities to take this project forward beyond the two years project duration. It is aligned to our outcomes and objectives for the term of the project as well as the stakeholder groups and areas of practice impact

 

 

Our overall framework for evaluation will follow the project progress aligning it to the five core dimensions of validity, utility, conduct, credibility and cost. As we progress through the project we will be updating this table as an ongoing entity adding links to evidence or key indicators generated by the project.

 

Table 1.1 Project progress and the 5 core dimensions

 

Project Element/Progression Outcome Questions Methods/Measures Validity
(does it produce valid & justifiable conclusions?)
Utility
(is it useful/valuable to its key stakeholders)
Conduct
(was it conducted in an ethical, legal & professional manner?) 
Credibility
(is it credible to relevant audiences?) 
Cost
(was it as economical, timely and unobtrusive as possible?)
        Review by stakeholder group?       
               
               
               
               
               
               
               
               

 

Objectives

  • Identifying and Mapping digital literacy skills for learners and teachers at various levels of education from school leavers through to graduates – develop a digital literacy framework
  • Work with OCN to develop a range of short qualifications for both lecturers and students in digital literacy and roll out at WCT and for wider availability
  • Research progression and measurement of change over time of digital literacy skills (prior to training and then after intervention) from school leavers through to graduates at WCT 
  • Report and dissemination of outputs from project through many dissemination channels for JISC community and beyond
  • Dissemination of all reports and outputs

 

 

Outputs/Outcomes

  • Documentation– Understanding the term digital literacy
  • Documentation – Understanding third party expectations of FE for developing digital literacy
  • Documentation – Audit and synthesise the measurement of student and staff digital literacy skills to identify areas of strength and weakness at WCT
  • OCN Qualifications - develop a range of short qualifications for both lecturers and students in digital literacy and roll out at WCT and for wider availability
  • Documentation – Audit and review the measurement of student and staff digital literacy skills to identify key areas of progress or change over time with the intervention of OCN training and qualifications at WCT
  • Development of PAL blended learning approach at WCT to embed digital literacy skills development and practice.
  • Dissemination of all reports and outputs

 

 

 

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