There are many ways to approach evaluating your teaching and training, some of which are reflected in the tools in this LibGuide. Before setting out however, it is worth considering the following:
Do you have the capacity to conduct a structured evaluation of your session or programme?
Think about the time and resource necessary to plan and conduct the evaluation and to analyse the data you gather, as well as the capacity you have to make changes based on what you discover.
Think about the nature of the teaching or training you wish to evaluate
This will have implications for your chosen approach and methods. Considerations might include:
What do you want to learn?
As well as informing the questions you ask students during evaluation, this may also inform how you ask those questions, i.e. your chosen methodology and tools.
The diagram below illustrates situations in which different approaches to evaluation might be appropriate, however this is indicative only; your understanding of your students and what you want to learn about through evaluation should inform your approach.
Text equivalent included for accessibility.
Small group of students, focus on mechanics of session = light-touch approach
Large group of students, focus on mechanics of session = light-touch approach
Small group of students, focus on student learning = in-depth approach
Large group of students, focus on student learning = light-touch approach