AFTER: What’s the best way to write my own evaluation survey questions?

Using a rating scale

One often-used question type used in surveys and evaluations is called Likert scale. This usually has 3, 5 or 7 points that people can choose from.

A typical question item in a Likert scale is a statement. The learner is asked to indicate his or her degree of agreement with the statement. For example:

  1. Choose the best answer to each statement below.

If you want to get fancy, you can assign a value to each of the answers (e.g. 0 to 4 or 1 to 5). This gives you a way of scoring each completed evaluation.

Using open-ended questions

A simple approach to evaluation is also to pose some open-ended questions. Learners can respond to these in writing on their own, or they can be floated for group discussion. Here’s an example:

1. What did you enjoy or find most helpful?

2. What did you find challenging or difficult?

3. What should we change? Any improvements?

If you expect your learners to write their responses, make sure that you leave enough room. Also, budget your time for this wisely. Don’t expect to get the kind of detail you want at 3 pm on a Friday afternoon.

AFTER: How should I carry out my learner evaluations?

One standard method, if it’s appropriate to your learners’ literacy levels, is to use some kind of evaluation questionnaire. This should be anonymous if possible. Learners or trainees should have the option to reflect on your teaching without fear of penalty.

You can do an evaluation survey like this either verbally, with a paper-based format or with online technology.

Verbal evaluation

If you have low-level learners, or if you know that writing the responses is going to be a barrier you may need to get another tutors or workmate to help carry out a verbal evaluation. This means that someone will need to ask the evaluation questions and record student answers.

This can work in a group setting or individually. If you do this in a group setting, you need to make sure that all members of the group feel that it is a safe environment to speak up as they need to. If this is not the case, you may need someone to speak with each learner individually and interview them if you want to get useful evaluation data.

Paper-based evaluation

A paper-based format is straightforward and most people will have tried something like this at some stage if they’ve been teaching for a while. The usual process is for an independent person to distribute the questionnaire while you are out of the room. The same person then collects the questionnaires which are sealed in an envelope.

Online survey

If using computers and other technology is not going to be a barrier, you can create online evaluations. You can make the online version identical to a paper version. Or if it’s appropriate, you can make online evaluations more detailed using branching question technology to glean more information from the student.

If you want to experiment with online surveys make sure that you keep in mind the computer skills of your learners. If you want to have a play though, check out some of the following sites that will allow you to make online surveys. The basics are usually free:

  • Survey Monkey.
  • Polldaddy.
  • Google Forms.

Which of these would work for you and your learners?

  • Verbal evaluation
  • Paper-based survey questions
  • Online evaluation.

AFTER: Why evaluate literacy and numeracy teaching in a foundation learning course?

There are all kinds of different reasons and purposes for building evaluation processes into your training. You may wish to use evaluation to achieve any or all of the goals listed below.

  • Measure your own effectiveness in delivering embedded literacy and numeracy training.
  • Help you plan, design and manage future literacy and numeracy interventions.
  • Assist your organisation allocation programme resources and funds more efficiently.
  • Improve the quality of your own or others’ literacy and numeracy teaching.
  • Report on the outcomes of the literacy and numeracy teaching – accountability, in other words.
  • Present alternatives for decision-makers to consider.

What are your reasons…?

AFTER: How is evaluation different to assessment?

Evaluation is often confused with assessment. Some people use these two words interchangeably when they talk about assessing learners. For our purposes, evaluation means something different to assessment. Let’s have a look at the differences.

Assessment asks questions like this:

  • Have my learners improved?
  • What gains did they make?
  • Did Damon pass the test?
  • Does Janet meet the standard or level required to move forward with her training?

By contrast, evaluation asks questions like this:

  • Was this effective?
  • What difference did this make?
  • How relevant was my teaching?
  • What impact did I have?

Evaluation Is backwards looking in the sense that you are reviewing what occurred during your teaching, perhaps over the whole programme or some length of time.

But it’s also forwards looking in that your purpose should be to learn from successes and failures to improve your programme performance.

In a nutshell, evaluation applies the lessons of experience to decisions about current and future programmes.

As much as possible, your evaluation processes need to be:

  • Systematic
  • Objective
  • Reflective
  • Critical

You may already have evaluation processes in place. Different organisations do different things. You may have a very detailed student evaluation process that is managed by someone else within your organisation. Or it might be up to you to gather any evaluation data that you want.

Also, evaluation means involving others. In this programme, you need to conduct evaluation collaboratively with learners and your supervisor, but for different purposes.

This means that when you come to write up the final part of Assessment 7 you will have three kinds of evaluation data. You’ll have some evaluation data from your learners about how effective they thought your teaching was, some comments from your boss or supervisor from their perspective, as well as your own reflections.

AFTER: Collecting some final information for your portfolio

You need to gather up some evaluation data so that you can write up your final reflections in the final section of the assessment template. There are two kinds of evaluation data that you need:

  • Learner evaluation data. We have a template that you can use or modify the template which we’ll share shortly. Or you can use or make your own. Make sure you scan these as well or make a digital copy as supporting evidence.
  • Some comments from your supervisor. Ask your supervisor to complete the Supervisor Comments and Checklist template. Stick to our format in the template and this should be a breeze. You should also scan this and provide it as supporting evidence.

We’ll look at each of these in turn and provide you with any resources you need to get it done. First, though, let’s take a quick look at evaluation in more depth just to make sure we’re all on the same page.

AFTER: What does it all mean? Analysing your learners’ literacy and numeracy progress

Next, you need to analyse your learners’ results in relation to key programme demands by:

  • Summarising progress results including identifying strengths and needs for each learner.
  • Describing implications from the results that can inform the design of future literacy and numeracy teaching and learning strategies

We have prompts for all of this to guide you in the template for Assessment 7. But if f you want to take notes now, you can download just the questions below in a format that you can write on.

Here’s what you’ll need to think about and answer for each learner after carrying out and collecting the final assessment results:

What were the contextualised literacy assessment results?

  • What was their final score on the contextualised literacy assessment?
  • Can you say roughly what step in the Learning Progressions this relates?
  • How does this compare to what they when they did this the first time?

What were the contextualised numeracy assessment results?

  • What was their final score on the contextualised literacy assessment?
  • Can you say roughly what step in the Learning Progressions this relates?
  • How does this compare to what they when they did this the first time?

What improvements and strengths did you see this time?

  • What were their improvements?
  • What are their strengths now?
  • Were there any gains that you didn’t expect?

What are some next steps for this learner?

  • What are some further areas this learner needs to work on to succeed in this programme?
  • What does this learner still need help with?

What’s the relationship to the demands you identified earlier?

  • Any thoughts on what you identified earlier when you mapped the demands of your programme and resources?

What’s the relationship to the needs you identified earlier?

  • Any thoughts on what you identified earlier in the literacy and numeracy diagnostic assessments?

What about feedback on their literacy and numeracy progress?

  • How did you provide feedback on these last assessments?

AFTER: What evidence do I need to start pulling together for Assessment 7?

There’s a short list below. These aren’t the only things, but now is a good time to recap what you should be doing and supplying as evidence so far.

Here is the checklist from the start of Assessment 7. This is the same as in your assessment template. You need to use and then supply the following things as supporting evidence:

Contextualised literacy

  • Learner A: Completed assessment
  • Learner B: Completed assessment

Contextualised numeracy

  • Learner A: Completed assessment
  • Learner B: Completed assessment

Collaborative assessment

  • Worksheet or your notes on the process.

As with everything, don’t forget that we always prefer digital forms of evidence: for example, scans, digital photos, PDFs or Word documents.