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Evaluation and Impact Assessment: Measuring Processes and Outcomes

This article discusses the importance of evaluation and impact assessment in understanding the effectiveness of activities and identifying areas of improvement. It explores the objectives, inputs, outputs, and outcomes of activities, as well as the need for change and the participants involved. The article also highlights the use of quantitative methods, social networking, games, simulations, and creative activities in measuring change.

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Evaluation and Impact Assessment: Measuring Processes and Outcomes

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  1. So, did it work? • Jenni Carr • Academic Development Officer, HEA • 1 April 2014

  2. Evaluation and/or impact assessment? • Evaluation concentrates on processes and outcomes. It seeks to find out what is happening or has happened as a result of the activity, and what is (or is not) working and what did (or did not) work. • the objectives (the intended achievements) of the activity being undertaken; • the inputs (resources) into the activity (including money and people’s time); • the outputs (activities and products) of the activity; • the outcomes of the activity (what happens as a result of the activity).

  3. Impact is about change • What do we want to achieve? • What needs to change in order to achieve this? • What activity is needed in order to bring about those changes?

  4. Participants in change • HEA Social Sciences strategic priorities • Project teams • The wider higher education community • Lecturers • Deans • PVCs • (In)visible witnesses • Children and young people • Educators • Funding bodies • Programme-makers

  5. Generic learning outcomes (GLO) http://www.inspiringlearningforall.gov.uk/toolstemplates/genericlearning/

  6. Some thoughts on methods • The value of quantitative – but remember to measure change • Social networking • Games, including competitions • Simulations • “Making is doing” creative activities

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