Ss evaluation workshop presentation
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Transcript of Ss evaluation workshop presentation
Outcomes- Based Evaluation: what we can learn from museums?
Suzanne [email protected]
Today’s programme
1. Background to outcome-based evaluation in museums
2. What can we learn from museums?
3. Using these lessons to develop an evaluation plan
The cultural change in museums
• ‘A Common Wealth: Museums and Learning in the UK’, A report to the Department of National Heritage, Jan 1997
• “Education, education, education”
• Change from “Education” to “Learning”
• Desire to become 21st century learning organisations• Launch of quality framework by MLA (Museums, Libraries & Archives Council)
Inspiring Learning for All A good practice framework based on 4 key principles
www.inspiringlearningforall.gov.uk
Evidence of the impact on learners• External drivers eg funding, public policy, regulatory
• Practical planning benefits
• Support continual improvement
• Demonstrate what can contribute to learning agenda
“turning fuzzy anecdotal evidence into credible data for advocacy and service development”
Generic Learning Outcomes: measure impact on learning
Generic Social Outcomes measure impact on social & community life
Health and well-being
Stronger and safer
communities
Strengthening public life
What do the GLO/GSOs offer museums?
• Provide a common conceptual framework and a systematic approach• Provide agreed categories for classification• Enable move from ‘anecdote’ to ‘evidence’• Is used to describe breadth and depth of outcomes• Links quantitative and qualitative research• Useful planning tool • Generated confidence in undertaking evaluation
Evaluation planning:Writing an evaluation plan
• Overarching aim (what do you want to achieve)
• Objectives (SMART)
• Evaluation questions you want to answer (outcomes/indicators)
• Methodology (techniques & the mosaic approach)
• Evidence (information you will collect)
• Analysis (coding and grouping your information)
• Reporting (lessons learned)
COLLECTING COMMENTS
OBSERVATION
Accompanied visitsBehavioural mapping
TrackingRecording (audio/video)
EVIDENCE-BASED DATA
DiariesPictures, logs
Outputs
TASK-ORIENTED
TalkingCreative activity
Drama
INTERVIEWS
Focus groupsIndividual
Personal Meaning MappingStructured/unstructured
QUESTIONNAIRES
Mail, e-mail, phone, webSelf-completion, face-to-face
Answer phone, letters, faxPost-Its
Comment books, boards, boxesStaff
Graffiti Wall
DATA COLLECTION
Ask for comments creatively; on a washing line or post-its on walls
Voluntary Arts Wales evaluation guidance publication: Tear Up Your Tick Boxes
Encourage doodles
What did you enjoy most today?
Why did you enjoy it so much?
Mosaic approach - triangulationSpaces to Play: more listening to young children using the mosaic approach, Alison Clark & Peter Moss (2005), London, National Children’s Bureau
The mosaic approach:
• Uses different methods to build a picture of the project
• Combines quantitative and qualitative data
• Includes visual methodologies
• Avoids reliance on the written or spoken word
Event
Staff graffiti wall
Adult questionnaire
Child’s drawings
Useful linksESRC Communications Toolkithttp://www.esrc.ac.uk/ESRCInfoCentre/CTK/default.aspx
RCUK Practical Guide to dialogue with the publichttp://www.rcuk.ac.uk/cmsweb/downloads/rcuk/scisoc/dialogue.pdf
RCUK Evaluation Guidehttp://www.rcuk.ac.uk/cmsweb/downloads/rcuk/publications/evaluationguide.pdf
AHRC Guide to Self-Evaluationhttp://www.ahrc.ac.uk/FundedResearch/Documents/Understanding%20Your%20Project.pdf
EPSRC Good Practice Guidehttp://www.epsrc.ac.uk/SiteCollectionDocuments/form-notes/ppe-goodpracticeguide.pdf
RCMG, University of Leicesterhttp://www.le.ac.uk/ms/research/rcmg.html
Inspiring Learning for Allwww.inspiringlearningforall.gov.uk