Evidence for effective learning and teaching: ways and means Professor Marilyn Hammick July 2009.
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Transcript of Evidence for effective learning and teaching: ways and means Professor Marilyn Hammick July 2009.
Evidence for effective learning and teaching: ways and means
Professor Marilyn Hammick
July 2009
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Education developments
Shaped by tradition context professional knowledge(s) ideology professional experience & expertise learner experience evidence …
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Current changes
.. in curriculum/module/learning session
organic small adjustments rarely evidence informed await testing
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Evidence
EffectivenessEnquiry
Ethics
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Enquiry about education’s impact Culture
Practice
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Cultural History Habit and customs: ways of finding out the
‘truth’ Attitudes: support, capacity to change Expectations & challenges of results Values and beliefs: what counts as evidence
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General
Individual
Measurement
Meaning
Case study
Randomised Controlled Trial
Quasi experimental study
Survey
Epidemiological study
Practice based knowledge
Participative action research
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Descriptive Descriptive accountaccount
- Story
- Narrative
Ethnography
Enquiry into the Enquiry into the beingbeing of the learning activity of the learning activity
EvolutionaryEvolutionary
Products/outcomesProducts/outcomes
Critical/contextual Critical/contextual
Roles/relationshipsRoles/relationships
Theory buildingTheory building
Summative Summative evaluationevaluation
-Numerical data-Numerical data-FormalFormal
Controlled trialControlled trial
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Knowledge building in education Humanities
ideas, theorising no empirical testing
Scientific understanding testing
Engineering how it works products, solution focussed
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Practice
Methodologies, methods Outcomes: of interest to whom Pace of change Collaborative working External influences Packaging the messages: products, papers
and conference presentations Capacity: time, money, interest, intellect
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Capacity
… an evaluation of outcomes and processes of the Parenting Fund Project: Growing Parenting Support in xxxxx
Measuring how well CVA met the milestones of the Parenting Fund project. Evaluating the effectiveness of the delivery process including timing, learning
processes used and staffing. Evaluating the lasting impact of CVA’s Parenting Fund project on organisations
and individuals involved. Eg. further training, continued membership of networks, partnerships created, personal/career development
Making recommendations on the possible future development of this project.
The final delivery date for the completed evaluation report is June 25th 2008 before 5pm.
The budget for the evaluation is set at £2,500 which includes costs for focus group meetings.
Proposals to be received by May 6th 2008.
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Capacity
… an evaluation of outcomes and processes of the Parenting Fund Project: Growing Parenting Support in xxxxx
Measuring how well CVA met the milestones of the Parenting Fund project. Evaluating the effectiveness of the delivery process including timing, learning
processes used and staffing. Evaluating the lasting impact of CVA’s Parenting Fund project on organisations
and individuals involved. Eg. further training, continued membership of networks, partnerships created, personal/career development
Making recommendations on the possible future development of this project.
The final delivery date for the completed evaluation report is June 25th 2008 before 5pm.
The budget for the evaluation is set at £2,500 which includes costs for focus group meetings.
Proposals to be received by May 6th 2008.
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Moving forwards …
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BelievableTransferable
UtilityEnquiry as
a purposeful activity
Evidence
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Four guiding principles – that an enquiry should be: contributory: advances wider knowledge and/or understanding;
defensible in design: provides a research strategy which can address the questions posed;
rigorous in conduct: through the systematic and transparent collection, analysis and interpretation of data;
credible in claim: offers well-founded and plausible arguments about the significance of the data generated
Ref: UK HM Government Strategy Unit
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Quality judgement
Contribution
Design
Conduct
Claims
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Contribution Assessment of current knowledge
Identified need for knowledge
Takes organisational context into account
Transferability assessed
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Defensible design
Theoretical richness Evaluation question (s) Clarity of aims and purpose Criteria for outcomes and impact Resources Chronology
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Conducted rigorously
Ethics and governance Clarity and logic
sampling data collection analysis synthesis judgements
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Makes credible claims
Interpretation
Judgement
Collection
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Purposes of enquiry
Development
Knowledge Accountability
Capacity
Thank you