R_8.1.1_Network evaluation

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The Art of Networking Competences for Networking in European Education

Network evaluation


A mirror for your network


Why do you evaluate the network? > To improve organisation and processes in the partnership. > To improve outputs and products. > To professionalise decision making in the partnership > To create a portfolio for reporting back. > To bring all the achievements into the light. > To make the network more visible. > To assure exploitation and dissemination of your outcomes. > To check what objectives you have met and to what extend. > To account for your funding.


Self evaluation organised as a learning process > Self evaluation motivates > Is competence oriented > Facilitates learning > Is constructive > Is active > Provides performance feedback > Is interactive > Is reflective


WHAT? Areas of Evidence Organisation &

Process & methods

Outputs & products

management Planning & management

Valorisation & sustainability

Objectives

Website & internet tools

Commercialisation & further funding

Partnership composition

Monitoring & evaluation

Manual & guidelines

Mainstreaming & embeddedness

Commitment & ownership

Working methods

Conferences & training

Adopted in local policy and/or in European policy

Co-ordination & leadership

Cooperation &

Innovation

Network &

The network as a key

Relationship fabric

player

Visibility & dissemination

Transferability & multiple

events

use

Thematic learning

Policy position papers,

Impact on stakeholders &

European added value

advocacy & lobbying

end users

Flexibility

Research products

Stability of relationships,

Dissemination

communication Organisational learning

Relationship management & trust

ownership & membership enlargement


Timing and resources?

> When are you going to > Who is in charge?

> What evaluation compe

> Role of an external eva


Identifying evidence Information: What information is needed on the topic to be able to reach the goal of the evaluation? Who is to be addressed to get this information?

Evidence: What indicators can make clear whether the evaluated product or process is good enough?


Indicators

Commitment/ownership – Positive attitude to participation. – Mutual understanding among group. – Willingness to discuss and negotiate. – Strategies to develop teamwork. – Willingness to share roles and responsibilities. – Equality of participation. – Shared ownership among partners. – Promotion of partnership.

Innovative aspects – Appropriate use of ICT. – Didactic approach adapted to the used technologies. – Variety of new approaches. – Development of new material. – Learner centred approach. – Participative approach. – Variety of activities. – Involvement of target groups. – Instalment of learning communities


Use instruments to make indicators visible Individual

Responsive

Interview Questionnaire Self-evaluation profi le SWOT analysis Observation and recording Analysis of documents Learning questions related to personal development plans

Emoticons: color your mind Telling a story Mental map Flow-charting Presentation Letter addressed to yourself Writing an article Creating a website Refl ective silence STAR Serving as a consultant in other similar projects

Group interview Choosing positions on a line Delphi rounds Sparring partner / critical friend 360° feedback Thermometer with immediate feedback Four corner exercise

Atmosphere cards (card based refl ection) Play A group painting Presentation Working with scenarios Critical incidents method Debate Prioritizing with tokens Bull’s eye Sculptures Body sculptures Using objects as symbols Systemic Representation

Collective © SEALLL project

Productive


Features of good instruments

> Transparent > Good instruction > Easy to process > En-activating > Supportive to ones own learning > Reflective > Providing quick and clear feedback


Data analysis

> Choose your instruments in relation to analysis potential > Quantitative data • Scaling

> Qualitative data • Categorise


Manage change > Interpret material > Review team meeting: “What does it mean for us?� > Pay attention to the positive things > Inform the people involved, do not impose > Adapt if necessary : aims, work plan, activities, product, communication means, management structure, in service training > Give it time > Create a portfolio of evidence > Take up relevant elements for your reports


Commandments for the Ethics of Evaluation (Altrichter, Messner, Posch, 2004)

1. Don’t work alone. 2. Inform all persons and groups affected about the way, the frame and the function of the evaluation. 3. Get yourself the mandate from those who have the final say. 4. Involve those who are affected directly and at least talk to those who are affected indirectly. 5. Report periodically about the process. 6. Agree on aims, methods and processes. 7. Obtain the permission before starting collecting data. Agree on ´rights of property´ and ‘rights of access´ regarding data.


Commandments for the Ethics of Evaluation (Altrichter, Messner, Posch, 2004)

8. Make a point of multi-perspectiveness (i.e. provide yourself with information from different sources). 9. Take responsibility for all data and respect demands for confidentiality. 10. Connect data, analyses and assessments with published criteria. 11. Avoid exposing anybody or anything publicly by misinformation or one-sidedness. 12. Be prepared to be evaluated yourself. 13. Draw consequences from evaluation results and interpretations, which obviously. Suggest further steps. 14. Propagate these principles.


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