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.