Effective practice evaluator – assessing your own learning activity design


Key issues in planning

Evaluate your planning


1. Intended learning outcomes


What were your learning outcomes for this session, activity or unit? [Outcomes might include: acquisition of knowledge; enhanced academic, practical or social skills; general learning skills and motivation; development of values and attitudes.]


2. Needs of learners


Access: Did you take account of learners’ access to the technical and physical environment and whether the resources were available to meet their preferences for media, format and language?


Accessibility: Did you take account of the provision of resources in alternative formats for learners with specific learning needs? How was this achieved?


Prior attainment : Did you assess learners’ previous experience in this subject area? Was note taken of any gaps in their knowledge?


Skills and competences: Did you assess learners’ level of social, interpersonal and learning skills, their ICT skills for functional access and their literacy and numeracy skills? Was note taken of any gaps in learners’ skills and competences?


3. Learning environment


Benefits and constraints: How did you take into account the impact of the physical setting on learning activity design e.g. classroom, lecture theatre, laboratory, library, workplace, home study setting or in the field?


Resources: Were the resources you planned to use designed to meet learners’ needs in terms of content?


Key issues in planning

Evaluate your planning


3. Learning environment continued

Available technologies: Were the hardware and software used appropriate and accessible to all learners? [Hardware might include computers, mobile devices, instruments, audio-visual and display technologies. Software might include word and image processing, spreadsheets, databases, mind-mapping, design, simulation and game-playing, searching, editing, online discussion, instant chat, audio and video conferencing, assessment, planning and reflection, and general management of learning e.g. via a VLE.]


Learners’ participation: Was the participation of learners an integral part of the design? Were learners to be working alone or in a group? With or without the support of a tutor? In a learning institution or at a distance (e.g. workplace or at home)? What impact did the situation of the learners have on your planning of group activities?


4. Other considerations

Approach to learning design: What overall approach did you take to learning design? [Examples could include learning as acquiring competence, learning as achieving understanding, e.g. through problem-solving exercises, and learning as social practice.] Was the approach matched to learners’ needs?

Time or other resource implications: Were there constraints caused by these and how did you plan to accommodate them?


5. Your priorities

Which of the considerations above (learners, outcomes, environment, other) was the most important consideration in planning this activity? For example, your focus might have been on supporting specific learner needs , on enhancing a skill , on covering a tricky area of the curriculum , or on making use of a particular technology .



Key issues in designing the activity

Evaluate your design


6. The learning activity


Task : Was relation of the task(s) to the learning outcomes described in (1) clear? Note the tools and resources you used, how technological means were deployed alongside established practice and the effectiveness of these elements in achieving the intended outcomes.


Differentiation : Were there opportunities to adapt the task(s) and associated resources to learners’ preferred learning style and pace of learning? Were different tools and resources used to support differentiated learning?


Control: Who was to direct key aspects of the learning activity e.g. defining tasks, determining time taken, assessing and giving feedback and why?


Feedback : Were feedback opportunities built into the design? How was feedback to be given - by you, by other learners or through the use of self-assessment software? [Though some tasks will be formally assessed with a grade and comment, all tasks require feedback if they are to contribute to learning.]



Key issues in assessing outcomes

Evaluate the outcomes of your learning activity design


7. Learners’ views

What were the formal assessment outcomes for the learner(s) involved? What were the findings of any evaluation, formal or informal, carried out with learners, including feedback from module evaluation forms, learner perception surveys and anecdotal evidence? Why did learners respond as they did?


8. Benefits and opportunities

Taking into account your priorities and the intended outcomes for learners, what worked especially well and why?


9. Problems and risks

Taking into account your priorities and the intended outcomes for learners, what worked less well and why? What were the risks in the design of this activity?


10. Advice and other reflections

What would be your advice to others planning to design a similar activity, or use a similar technology or approach? What key points did you learn from the process of designing and delivering this activity?