Sheffield Hallam University have committed to building an evaluative mindset across the institution. One of the key functions of STEER is to support staff and students to design and implement evaluations and to learn from the findings. On this page you will find a collection of resources which aim to build an evaluative mindset.
Description: This video on Evaluation in Higher Education will introduce you to the theoretical underpinnings of evaluation as a social practice and STEER’s approach to developing an evaluative mindset at Sheffield Hallam University.
Key Outcome: An understanding of what evaluation is in a higher education context and how you might begin to frame your own evaluations.
Who should watch: Anyone interested in evaluation within the context of higher education.
Engagement with the video: This video and accompanying worksheet and can engage with individually or as a team. It can be used in team development sessions to introduce different topics for discussion.
This video can be watched as a whole or in three sections;
- Theoretical underpinnings of evaluation (00:00:00)
- Office for Students objectives for ensuring every student has a fulling experience of higher education (00:05:21)
- STEER’s approach for developing an evaluative mindset at Sheffield Hallam University (00:09:00).
Accompanying resources: Coming soon
What to watch next: Any of the videos can be watched after this video
Themes: Evaluation, Social Practice, Realist evaluation, Evaluative Mindset
Description: This short video is an introduction to evidence and impact, specifically outlining an approach to designing evaluations at Sheffield Hallam University using an Evaluation Framework and the STEER Evaluation Checklist.
Key Outcome: An understanding of the five stages of evaluation, from activity/intervention/programme design through to learning from the evaluation findings. An awareness of how to embed evaluation using the OFS Evaluation Framework and the STEER Evaluation Checklist. An understanding of how STEER can support evaluative activity at Sheffield Hallam.
Who should watch: This video is relevant to all staff at Hallam who are designing individual activities and interventions (e.g. peer mentoring, summer schools, workshops and events) or programmes of change (e.g. a range of outreach activities to widen access). This also includes learning and teaching activities (e.g. audio feedback, virtual labs, portfolio assessments) and strategic initiatives (e.g. Hallam Model curriculum framework, student financial support scholarships/bursaries).
Engagement with the video: Viewers may find it useful to think about a recently completed evaluation or a project which is just beginning as they watch this video. The STEER Evaluation Checklist will walk you through how to embed evaluation at the outset of activity/intervention/programme design (rather than at the end).
Accompanying resources: STEER Evaluation Checklist
What to watch next: Evidence and Impact Part 2
Themes: Evaluation Design, Evaluation Implementation, Office for Students, Access and Participation Plan
Description: This video on evaluation and course enhancement discuss what people might need to consider while undertaking a course evaluation and how a theory of change can be used in that process.
Key Outcome: An understanding of what course evaluation are, and how theory of change can be used for enhancement.
Who should watch: Anyone undertaking or overseeing a course or programme of study evaluation.
Engagement with the video: This video and accompanying worksheet can be used as a starting point when undertaking a course evaluation. it could be used in review meetings to help the course team develop a theory of change for their course that is mapped against the Hallam Model.
Accompanying resources: Coming soon
What to watch next: Evidence for Impact parts 1 & 2.
Themes: Evaluation, Theory of Change, Hallam Model, Student Engagement
The videos in this section introduce examples of evaluative methodologies that can be used to examine the learner experience.
Description: This video will explore digital storytelling as a tool for amplifying student voices in higher education.
Key Outcome: An understanding of what digital storytelling is. An awareness of how digital storytelling has previously been used at Hallam. An appreciation of how digital storytelling could be used in online/blended learning environments.
Who should watch: Staff and students who may be interested in using digital storytelling to evaluate the learner experience. For example, Module Leaders, Academic Advisors, Student Reps/Student Ambassadors.
Engagement with the video: Viewers will benefit from watching a selection of student digital stories before watching this video or pausing to watch during the video. These stories, and a selection of additional resources and publications, can be found on the STEER blog https://blogs.shu.ac.uk/steer/digital-storytelling-shu/
Accompanying resources: Digital Storytelling Practice Guide
What to watch next: There are various ways of evaluating learner experiences and viewers may find the other videos in this section of intrest.
Themes: Learner experience, Digital Storytelling, Online Learning