7. Assessment Plan
Reasons and purposes
RUFDATA Uses
Focus
Data and evidence
Audience
Timing
Agency
8. RUFDATA
Saunders, M. (2000). Beginning an evaluation with
RUFDATA: theorising a practical approach to evaluation
planning. Evaluation, 6.1, 7-21
http://www.lancs.ac.uk/fss/centres/cset/eval-blank/docs.htm
9. To improve To comply To provide
Evidence for
with effective
our IL SMT and LR
requirements support to
programme strategic
of the CoFHE teachers and
planning
Toolkit learners
Reasons and purposes
10. CoFHE Self-Assessment Toolkit for FE
Learning Resource Services
Information Literacy specific indicators
Quality Indicator and Who Responsible Performance Indicator Evidence
Key Prompts
a) Is there active Curriculum The development of IL is established within
development and managers, LRM these skills is included the teaching and learning
promotion of the role in schemes of work at strategy and /or key skills
of information literacy all levels (CoLRiC M15) policy
skills (IL) in teaching
and learning?
b) Does the LRS A range of information Course reviews
provide support for skills support is
the development of Curriculum / available Records of IL delivery and
information literacy Quality or reader development
amongst staff and Managers - LRM Learner and staff initiatives
students? opinion of the
impact of this provision Surveys of staff and
is sought learners
11. Uses
PIs for SAR
Evidence for SMT and LR strategic planning
Learn from evidence of good practice in the
evaluation and address weaknesses
LR IL strategic plan
12. Focus
Evidence for IL to be included in curriculum
delivery
Evaluate student knowledge – before and after
sessions
Evaluate success of sessions within the framework
of the CoFHE toolkit
13. Data and evidence
Quickly collated but qualitative – collection of post-it notes
Online quizzes
Observational
Focus groups
Interviews with tutors
Post session – collation of feedback
18. I feel slightly rushed more organised and
...be
Enjoyed session.
on the referencing...a down plans on
write
objectivesdiscover
full day session would
Good to of my work
Should have had on
other class
and reflect on every step I
day 1 be great
members are feeling
go. Draught and log
the same as myself
everything from mistakes
about accessing
to learning new skills
information
I really enjoyed the
session, especially
workshop part and Nothing is what it seems
feedback from the at first
tutor
19. Analysis
• 91% positive feedback
• 60% of students showed
an improved
understanding of study
skills
• Of the 111
sessions
delivered, 70
were follow-ups
and returns by
tutor request
AnthonyWhat is Springboard?Explain how Springboard came about and that tutors wanted to book a ‘Springboard’ as they were not overly concerned in breaking study skills down.We ended up with a package of:Academic writingInformation search and retrieval, using e-journalsHarvard referencingWhat tutors asked for is ‘Essay writing, using resources and referencing’. We developed Springboard in response to tutor demand, but also tucked our own e-resources agenda (information literacy by the back door)This became really popular. Staff and students saw results and confidence straight away. Springboard had become a college wide brand. Initially developed for HE students, but then soon adapted for level 3 students. Just add a different filling!A totally flexible deliveryOne to one (always offered but now branded)Small groupsTutor requestedStudent requested