€¦ · web viewno. 17 – learners´ evaluations evaluations from learners on the quality of...

No. 17 – Learners´ Evaluations

Evaluations from learners on the quality of their experiences are fundamental to quality improvement. Learners can complete the questionnaires at various stages of their learning and questions can be tailored to meet the circumstances at the time. It is essential to discuss the feedback learners provide with them as a group and to explain how the feedback they have given will be used to make improvements.

It is also important to ensure that evaluations from learners are confidential and that the feedback provided is treated maturely by teaching and management teams. Learner feedback must be used to drive improvements; otherwise there is no point in collecting it!

As with all the products in the toolkit, templates can be edited to meet local circumstances and preferences. Two styles have been deployed in this template: a ‘tick box’ approach and an ‘open space’ approach. The former may be easier to complete quickly and ensures coverage of particular issues, but it limits evaluation and those completing it may feel restricted. The latter supports more in depth reflection and evaluation, but it does require greater engagement with the process. A combination of both approaches may meet needs best and has been deployed here. The reverse of a completed form can always capture further feedback. Please edit this template to obtain feedback on specific themes appropriate to the stage in learning or the line of enquiry you may be pursuing. There are no question numbers to support editing, although you are advised to number the questions you ask to support the evaluation of completed questionaires.

The project Qual4T has been funded with support from the European Commission. This publication reflects the view only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. You are free to share, use and adapt this publication, giving approproate credit to Qual4T project. LLP Leonardo da Vinci, TOI Projectnumber: 2013-1-NL1-LEO05-12088 - www.qual4t-project.org

*Icons made by freepik from www.flaticon.com

A ‘warming-up’ activity on the topic of QUALITY, and who is responsible for improvement and quality assurance

Individual Activity

*

Learners

* 10-20 minutes

*Tool 10, section C & D, 23 & 24

*

• To enable learners to give feedback on the institution, lessons, teaching, materials, learning

GENERAL INFORMATION____________________________________

Course of study:

Reasons for choosing the course:

Career Goal:

Education Level: Grade/Class/Year:

Age:

What is quality in education to you?

What feedback would you like to give?


GENERAL QUALITY - INSTITUTION, LESSONS, TEACHING __________

How do you rate the general quality of your institution: please circle

very good good sufficient don’t know

not so good

bad very bad

Comments/suggestions:

How do you rate the quality of the course you’re on: please circle

very good good sufficient don’t know not so good

bad very bad


How do you rate the teaching quality in general? please circle

very good good sufficient don’t know

not so good

bad very bad


This project has been funded with support from the European Commission. This publication reflects the view only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.www.qual4t-project.org

QUALITY ( QUAL4T) MATERIALS/TOOLS _________________

Please fill in what/which material(s) you received/ method you followed in the lesson:

For which lesson(s) was/were the material(s)/method used?

Confronted with the material(s)/method for the first time, did you understand what was meant or expected from you? Please circle YES NOIf NO: what was not clear?

Did you like the material/method? Please circle YES NO Please explain why

What was your reaction to this new material/method? Please circle

Attentive Interested Indifferent Disinterested Bored /Tired Comments/suggestions:

Do you think the material(s)/method is/are useful and fit your future professional needs? Please circle YES NO Please explain why

What part of the material(s) did you particularly NOT like and should be left out or changed in future lessons? Which ones, and why?

What parts of the material(s)/method did you particularly like and would recommend repeating? Which ones, and why?

Do you think you learned new things from the material(s)/method?please circle YES NOPlease describe how (not)

Would you like to follow this kind of lesson again in the future? Please circle YES NO Please explain your answer


QUALITY SPECIFIC TO LESSONS/TEACHING/LEARNING_

Feedback on Courses

METHODOLOGY 1 2 3 4 5

At the beginning of each new lesson/topic, the teacher explains the work plan and rules.Explanations are clear.The pace of work promotes learning.The methods used by the teacher supports my learning.COMMENTS/SUGGESTIONS:

EVALUATION 1 2 3 4 5

The teacher uses various means (observation, tests, group and personal work ...) to assess my progress and learning.I am aware of the assessment criteria used by my teacher. I receive useful guidance (individually and together) that allows me to improve my work (correction of homework, quizzes, tests, work patterns in the classroom).COMMENTS/SUGGESTIONS:

LEARNING ATMOSPHERE 1 2 3 4 5


The teacher promotes peer respectClasses have a working atmosphere and time is not wastedThe teacher facilitates learner participationCOMMENTS/SUGGESTIONS:


Feedback on Teaching

Subject/training unit: Teacher / Trainer: not at all a few/little enough completely

Do you find the methods used by the teacher / trainer (lectures, tutorials, group work, etc.) satisfactory? Do you think the organisation of this subject has been efficient throughout?Do you think the training tools and equipment for this subject have been appropriate?Are you satisfied with the learning that you have acquired?Has this subject increased your knowledge and skills?Was the teacher / trainer attentive and available to meet your learning and personal needs?COMMENTS/SUGGESTIONS:


Feedback on Lessons

How much progress have you made during this lesson(s)?

Did you understand the content of the lesson(s)?

Did you develop the skills needed?

Did you find the methods used by the teacher supported your learning process? How?


http://www.qual4t-project.org/

No.18 – Teachers’ Evaluations

Most vocational, education and training providers are already involved in and committed to Quality processes. With this questionnaire teachers/trainers are consulted on how much they know about these Q-activities, what tools they make use of, what their perception of the overall quality in the institution is and how they perceive the quality of their own teaching.

Please edit this template to obtain feedback on specific themes. There are no question numbers to support editing, although are advised to number the questions you ask to support the evaluation of completed questionaires.

You may prefer to use these prompts to facilitate a focus group with teachers which may result in a general discussion in which potential solutions to the issues raised can also be explored.




Individual/Team work

*

*• To enable teachers to give feedback on quality in the institution

* 15-30 minutes

Teachers

Trainers

*Tools 2, 4, 5, 6, 10, and the Quality Guide

What do you think Quality in education means? What is QUALITY for you?

How do you rate Quality in your Institution? Please circle

Very bad Very good1 2 3 4 5 6 7 8 9 10

Comments

Please describe what the institution’s management/staff are doing in the field of quality.

What quality supporting materials/instruments are available in the institution and which you are familiar with?

Which of the available quality materials/instruments do you use and why?

If you do not use any of the available quality materials/instruments, please state why not.

How do you rate the quality of the institution’s curricula in general? Please circle



Comments

How do you rate the quality of the qualification(s) in your institution in general? Please circle If you teach on different courses or levels, you can evaluate here a maximum of 3.

Course a:Very bad Very good1 2 3 4 5 6 7 8 9 10

Comments

Course b:Very bad Very good1 2 3 4 5 6 7 8 9 10

Comments

Course c:Very bad Very good1 2 3 4 5 6 7 8 9 10

Comments

How do your institution’s qualifications match with the demands of the labour market? Please circle

Totally Not at all

10 9 8 7 6 5 4 3 2 1Please explain your answer


How do you rate the institution’s teaching quality in general? Please circle


Comments

How do you rate the quality of your own team/department? Please circle


Comments

How do you rate the quality of your own teaching? Please circle


Comments

In your opinion, how can quality in vocational, education and training best be improved?



No.19 – Circle Time: Peer to Peer Review

This tool can be used from the very early stages of a course; later it can become a regular appointment. It helps learners to recognise and manage both their own and others' emotions and discover that group discussion, in a climate of mutual respect, is much more "comfortable". Everyone can glimpse possible and more appropriate behaviours/actions towards achieving educational objectives as well as personal and professional growth.

The tool can also be used for other groups such as teachers/trainers and/or parents. It is best used in a tutorial setting with learners rather than in subject based sessions.

How to use: Learners (or teachers or parents) sit in a circle, preferably only

with chairs. If someone prefers not to participate in the discussion, however,

they are invited to remain within the circle anyway. Ground rules for how Circle Time is to operate need to be agreed

in the first session: speaking in turn; listening carefully; respecting everyone’s contributions; and maintaining confidentiality. These should be revisited at the beginning of future sessions.

It may be useful to adopt an initiation ritual (one minute of silence or a breathing exercise to set the scene and encourage participants to relax.

Nobody is obliged to speak, but the facilitator asks everyone to contribute in turn. This may be about a specific topic or just what is on the participant’s mind.

The sequence of contributions in the order of the circle should be respected.

The duration of each contribution is up to each person; the facilitator is in charge of gracefully stemming attitudes of disrespect, abuse etc

Everybody listens carefully to all contributions: it is essential to promote listening to each other.

The facilitator supports communication flows, enforcing the order of contributions and drawing attention back whenever the conversation veers off track. The facilitator shouldn’t impose or control communication; he/she is also a member of the group. He/she doesn’t express judgment, consent or disagreement with the content of the contributions, nor does he/she play the part of privileged speaker who provides answers.

At the end of circle time, the facilitator summarises the ideas expressed by the group acting as a mirror to promote further reflections.




Team work

*

*To build self awareness To develop a range of positive attitudes towards the group such as empathy and co-operationTo develop a range of personal, interpersonal and social skills such as active listening and effective communication

* Tools 17, 20, 22, 25

* weekly meeting of about 60-75 minutes

Learners

Teachers

Trainers

Hints and Tips:Facilitating a group session such as this is a skilled task. Teachers may need to develop their skills in facilitating Circle Time by practising with their colleagues and starting with a group of learners with whom they are very familiar.


No. 20 – Peer Review of Learners´ Soft Skills

Peer assessment engages learners in their learning process and develops their capacity to reflect on and critically evaluate their own learning and skill development. Peer and group assessment are often undertaken together. Typically, the members of a group assess the performance of their peers in terms of their contribution to the group's work.

How to use it: Provide learners with a template or scoring guide in order to

generate and justify assessments. Learners can use the template during peer assessment (and self-assessment) to interpret and grade their peers’ work against criteria and standards.

This rubric should be handed out to learners before they start working on their project so that they become aware of all the expectations related to the assessment task and can evaluate not only their peers but their own work as it progresses.

The template is just a guide and it can be discussed with learners beforehand. Once they become familiarised with the idea of the template, they can assist in the design process, thus taking more responsibility for their own learning. You can find an example of a template for soft skills below. Please edit it to suit the circumstances.

Once learners have done the peer review, the teacher will collect all the assessments in a grid based on the skills in the template.

You can use the completed grid to discuss performance with individuals or teams and to prompt improvements.

Hints and Tips: This type of peer assessment requires a level of maturity from

learners and some preteaching and gradual introduction to the task may support them to approach it appropriately.

You may wish to explore with the group how it feels to receive feedback and the impact on behaviours of different types of feedback.

You may wish to start with a narrow range of skills and build up over time and you may choose different skills for different contexts.

You may wish to agree some ground rules with the group and agree for every piece of negative feedback there should be something positive.

You may wish to consider the 5 steps for giving productive feedback: create safety; be positive, be specific, be immediate, and be tough, not mean.




Individual work

*

*

To support learners to assess and improve their peers’ soft skills in team work To increase awareness of the importance of soft skillsTo develop skills in giving and receiving feedback

* 20-30 minutes

* Tools 9, 19

Learners

Student Name:

Com

mitm

ent

Aut

onom

y

Flex

ibili

ty

Con

flict

re

solu

tion

Com

mun

icat

ion

Team

wor

k

Pla

nnin

g

Hea

lth a

nd

safe

ty

Lead

ersh

ip

Team members:

SOFT SKILLS ASSESSMENT3 2 1

Com

mitm

ent

The majority of times accepts to undertake the task set

Sometimes accepts to undertake the task set

Rarely accepts to undertake the task set

Normally participates actively in the task and shows enthusiasm

Sometimes participates actively in the task and shows enthusiasm but not always

Hardly ever participates actively in the task or shows enthusiasm

Usually undertakes the task in a responsible and committed way

Sometimes (but not always) undertakes the task in a responsible way but sometimes lacks commitment

Doesn’t show commitment or take responsibility for the task

Aut

onom

y Almost always seems independent in undertaking tasks

Is sometimes independent in undertaking tasks

Shows difficulty in undertaking tasks independently

Frequently undertakes to help others with tasks and collaborates well

Sometimes collaborates with others and helps when asked / needed

Normally needs help from other colleagues or the teacher

Flex

ibili

ty

Shows an open and positive attitude to change, valuing the proposals of others

Presents few alternatives (may be unrealistic) and doesn’t really value alternative proposals

Doesn’t offer alternatives, lets others lead or rejects alternatives from others

Usually shows decisiveness, confidence and clear ideas which lead him/her to select an adequate proposal (from among various options) in time

Sometimes, indecisive, insecure and it takes time to reach a decision; sometimes doesn’t manage to solve the problem.

Very indecisive person, insecure and unable to select an adequate alternative in time.

Con

flict

Res

olut

ion Adopts opportune measures when

faced with different possibilities (promotes dialogue, tries to avoid tensions, and knows when to give in…)

Sometimes adopts measures, not always adequate when faced with different possibilities.

Almost never adopts measures, not always adequate when faced with different possibilities.

Almost always helps to find satisfactory solutions for everyone

Sometimes helps to find satisfactory solutions for everyone

Rarely helps to find satisfactory solutions for everyone

Com

mun

icat

ion Usually expresses him/herself

orally clearly and in a coherent way

Sometimes expresses him/herself clearly and coherently

Rarely expresses him/herself clearly and coherently

Usually expresses him/herself in writing clearly and coherently

Sometimes expresses him/herself in writing clearly and coherently

Rarely expresses him/herself in writing clearly and coherently

Team

wor

k

Normally tries to understand others’ point of view

Sometimes tries to understand others’ point of view

Rarely tries to understand others’ point of view

Sometimes listens with respect, gives opinions and ideas, reaches agreements, respects the opinions of other team members

Sometimes listens with respect, gives opinions and ideas, reaches agreements, respects the opinions of other team members

Almost never listens with respect, gives opinions and ideas, reaches agreements, respects the opinions of other team members

Almost always plans a task in an orderly, clear way (in writing), distributes tasks and undertakes the part corresponding to him/her

Sometimes plans a task in an orderly, clear way (in writing), distributes tasks and undertakes the part corresponding to him/her

Almost never plans a task in an orderly, clear way (in writing) or distributes tasks and undertakes the part corresponding to him/her


Almost always fulfills the agreed task in the agreed time frame; brings dynamism, encourages and promotes improvements in the group meetings

Sometimes fulfills the agreed task in the agreed time frame; brings dynamism, encourages and promotes improvements in the group meetings

Almost never fulfills the agreed task in the agreed time frame; does not usually bring dynamism or encourage and promote improvements in the group meetings

Plan

ning

Almost always keeps his notebook, notes, papers and projects updated

Sometimes keeps his notebook, notes, papers and projects updated

Almost never keeps his notebook, notes, papers and projects updated

Almost always clearly knows the work done and the deadlines to be met

Sometimes clearly knows the work done and the deadlines to be met

Almost never clearly knows the work done and the deadlines to be met

Almost always describes the work plan to develop the project, prioritising tasks and calendar

Sometimes describes the work plan to develop the project, prioritising tasks and calendar

Almost never describes the work plan to develop the project, prioritising tasks and calendar

Almost always defines the needs of materials and resources to implement the project

Sometimes defines the needs of materials and resources to implement the project

Almost never defines the needs of materials and resources to implement the project

H

ealth

and

Saf

ety Usually meets the standards of

use of personal protective equipment

Sometimes meets the standards of use of personal protective equipment

Almost never meets the standards of use of personal protective equipment

Almost always shows appropriate and safe behaviour in the development of his/her work

Sometimes shows appropriate and safe behaviour in the development of his/her work

Almost never shows appropriate and safe behaviour in the development of his/her work

Usually separates waste and deposits it in the appropriate containers

Sometimes separates waste and deposits it in the appropriate containers

Almost never separates waste and deposits it in the appropriate containers

Almost always shows orderliness and cleanness in the workshop

Sometimes shows orderliness and cleanness in the workshop

Almost never shows orderliness and cleanness in the workshop

Lead

ersh

ip

Almost always accessible to colleagues

Sometimes accessible to colleagues

Almost never accessible to colleagues

Almost always helps to achieve the objectives and encourages team work

Sometimes helps to achieve the objectives and encourages team work

Almost never helps to achieve the objectives and encourages team work

Almost always brings dynamism, motivates and demands responsibility from colleagues

Sometimes brings dynamism, motivates and demands responsibility from colleagues

Almost never brings dynamism, motivates and demands responsibility from colleagues

Almost always encourages creativity and innovation

Sometimes encourages creativity and innovation

Almost never encourages creativity and innovation

Almost always recognises the work well done by others

Sometimes recognises the work well done by others

Almost never recognises the work well done by others




No. 21 - Flashlight Feedback: immediate feedback from learners

Flashlight feedback is very simple and easy to use. You can use it whenever you want to find out about the wishes and perceptions of your learners or the staff in your organisation. You can also use it to solve a problem in a group or after a discussion to sum up the thoughts of participants. It can also be used in a team meeting if you want to collect ideas on how to start a project.

The Method:Prepare a question about which you want feedback. It could be: How did you like the work/seminar so far? How do you feel at the moment? What do you remember from the last session? What should we change? Define how you want your learners or staff to answer the question. This can be a word, a sentence or a figure. Provide a few minutes for the learners to think about their answer to your question. The learners or staff members can now answer the question. After all learners or staff members have answered, a discussion can follow or you can say something on how you want to implement the feedback in future situations.

Possible adaptations:Initially, simply change the question asked. As learners or staff members become more practised with Flashlight Feedback you can raise the level of creativity and activity by defining how participants are supposed to answer, for example by using a figure.It can also be changed by altering the way learners or staff members behave while one of them is answering the question. For instance learners can get the opportunity to state their opinion. When a learner gives their view, the other learners can declare if they agree with what the learner said. Another opportunity is to provide a picture or an item and each learner comments on the item. This can be used at the beginning of a topic to see what learners know and think about it.

Further Information: Haberzettl, M./Birkhahn, T. (2012): Moderation und Training. Einpraxisorientiertes Handbuch. 2. Auflage. München.Klein, Zamyat M. (2003): Kreative Seminarmethoden. 100 kreative Methoden für erfolgreiche Seminare. Offenbach. Mueller, U./Alsheimer, M./Iberer, U./Papenkordt, U. (2012): methoden-kartothek.de. Bielefeld.Reich, K. (Hg.) (2007): Methodenpool. In: URL: http://methodenpool.uni-koeln.deGugel, G. (2011): 2000 Methoden für Schule und Lehrerbildung : das große Methoden-Manual für aktivierenden Unterricht. Weinheim


* Tool 14,15

Teachers

Quality staff

10-20 min.*

Individual/Team work

**

*

To get direct and quick feedback from learners/staffTo get to know the wishes and perception of learners/staffTo get a short and focused statement

http://methodenpool.uni-koeln.de/

No.22 – Encouraging Learners’Suggestions for Improvement

Learners are encouraged to give feedback and suggestions not only on the education received but also to help improve the institution and its environment. Learners’ feedback is usually collected through questionaires, focus groups and their conversations with their teachers and tutors. Learners can also be encouraged to particpate in the improvement of the institution by putting forward practical suggestions for improvement. They can do it online or through a letter box.

A good way to encourage this kind of participation is to highlight significant and successfully implemented suggestions from learners. Suggestions can be published on the intranet and on a suggestion board with the learner’s name and the date of the suggestion. The date that the suggestion was implemented can also be published.

All the suggestions should be reponded to and appreciated. Learners should be informed whether the suggestion has been accepted and whether and when it is going to be implemented.

How to foster more suggestions from students?

a. The best suggestions can be awarded a prize; for example - Every 2 months the best suggestion receives €60 Every year the best suggestion gets €200

That money may be spent on school material or on a school trip, class lunch, etc.




Individual Acivity

*

*To improve and encourage learners’ involvement in the institution through recognition and reward To promote a positive attitude towards the institutionTo focus on solutions rather than problems

Learners

* 10 mins

* Tools 2, 3, 17, 19, 25

b. The name of the person can be published next to the “bright” suggestions they instigated. For example in the picture below we can see the year and the name of the learner who suggested installing at least one higher faucet in each bathroom so that learners could refill bottles of drinking water.

c. The best suggestion every year could be described and published on the intranet and/or on an innovation board together with the picture of the winner

What is the criteria for the annual winning suggestion/innovation? The fact that the suggestion means an improvement for the institution in general. For

example creating a forum on the website for buying and selling 2nd hand books. The fact that learners themselves get involved in implementing the suggestion. For

instance the learners who suggested cleaning the nearby small river got involved in the process.

Examples of different suggestions received:

Goats to eat the grass on the field outside the building Recycle the water used in the showers for the toilet cisterns Install clothes hangers on the doors of the bathrooms


€¦ · web viewno. 17 – learners´ evaluations evaluations from learners on the quality of...

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