Evaluation Toolkit for VET Programs

Purpose of the Kit

The Evaluation Tool Kit has been produced to assist schools in the planning and conducting of effective evaluations of VET in the VCE programs and related initiatives. The Kit is not meant to be prescriptive in any way but rather it is envisaged that schools will modify, adapt and customise the processes and evaluation instruments contained in the Kit in order to meet their own individual school circumstances and requirements. Underpinning the use of this Kit is the creation of an evaluation plan which will inform and direct the evaluation process.

Defining Evaluation through Practice

  • Evaluation tends to be "judgment-driven", however the primary aim of The Evaluation Tool Kit is to encourage evaluation which is "action-driven".
  • The purpose of, and approach to, program evaluation being proposed is firstly, one  which serves as a means for schools to address the need to be accountable and,  secondly, one which serves to provide the fuel for driving the school's commitment to  continuous improvement.
  • Evaluation may therefore be defined by looking at what is hoped to be achieved by evaluating.

In the case of VET in the VCE programs it is hoped that an evaluation  would produce the following outcomes:

  • clear documentation of data demonstrating whether or not, and the extent to which,  program aims and objectives have been achieved
  • indicate the reasons or propose explanations for the results
  • identify the course of action to be taken as a result of our findings
  • identify  an implementation strategy for the course of action
  • recommend a plan for evaluating the success or otherwise of the implementation  and effectiveness of the course of action

Evaluation for Learning

  • The evaluation of VET in the VCE programs should be seen as a source of learning  related to organisational performance in managing and delivering the programs.
  • Through the evaluation of VET in the VCE programs schools should seek to learn if  program goals have been achieved, if improvements are necessary or possible, and  whether or not the programs have lead to the desired outcomes for students.
  • The Evaluation Tool Kit has been produced on the basis that program evaluation should  be a source of learning, vital and intrinsic to the success and quality of the program.
  • A direct parallel could be drawn between the role assessment plays in improving  student performance, and the role evaluation should play in monitoring and  improving the performance of schools in providing vocational education and training  programs. The aim of assessment is primarily to educate and improve student  performance, not merely to audit it. Once assessment is designed to be educative, it is  no longer separate from instruction. Similarly, program evaluation needs to be viewed as  primarily a source of learning.
  • If schools are to ensure the value, credibility and quality of VET in the VCE programs,  especially in terms of student outcomes, then the knowledge and insight gained from  program evaluation would inform a school's efforts in measuring success and quality,  as well as developing effective plans for improvement. Evaluation conducted in the  service of learning can inform and improve the effectiveness of our schools. In short,  evaluation can add value to our work, not simply yield status reports.

A Framework for Evaluation

Clearly it has not been our intention to present The Evaluation Tool Kit as a model for evaluation that will apply equally to all schools. That is, rather than suggesting that the process and tools contained in the Kit are set and inflexible, we strongly encourage schools to customise any or all of the processes and tools, in order to ensure the relevance, value and integrity of the program evaluation. The actual packaging of The Evaluation Tool Kit has been designed to facilitate modifications by the program evaluators with the aim of customising any or all of its contents to suit individual school circumstances and needs. In essence, we are supplying samples of canvass and paints, and a guide on how to use them, but ultimately it is up to the schools to select the appropriate materials and to produce the painting.

The framework for evaluation adopted in the Kit relies on combining three general types of evaluation studies. This has enabled us to produce a framework which utilises a multimethodology approach to evaluation, allowing due consideration to be given to the strengths and limitations of not only the various types of evaluation studies, but also the models for evaluation. In designing the evaluation process and developing the evaluation tools we have drawn upon the key features of three types of evaluation studies, incorporating aspects of both quantitative and qualitative models of evaluation, where appropriate.

The resulting framework for evaluation is one which aims to be multidimensional in nature and, thus, highly flexible in practice. The primary design principle for the framework is that by using a multimethodology approach, this would facilitate the customisation of the evaluation processes and tools to suit the unique characteristics of individual schools.

Contents of the Evaluation Tool Kit

Introduction

This section of the Kit provides a rationale for undertaking an evaluation of VET programs

  • Defining evaluation through practice
  • Evaluation for learning
  • A framework for evaluation

Planning the Evaluation

This section of the Kit proposes a sequence of  stages in conducting an evaluation of VET programs and includes proformas for creating an evaluation plan and for reviewing this plan. A sample evaluation plan is also provided

  • Stages in conducting an evaluation
  • The evaluation plan
  • Sample evaluation plan
  • Evaluation plan review survey

The Evaluation Tools

This section of the Kit includes suggested proformas for 12 tools for gathering information and data for the purpose of evaluating aspects of the VET program(s). Included is a blank master proforma for creating additional tools

Tool 1    VET student outcomes and pathways
Tool 2    VET student satisfaction survey
Tool 3    VET program development and implementation
Tool 4    VET program delivery
Tool 5    The VET strategic plan
Tool 6    Student work placement
Tool 7    Quality assurance policies and procedures
Tool 8    Staff professional development
Tool 9    Industry and employer links
Tool 10  Training sector links
Tool 11  VET clusters and networks
Tool 12  Program marketing and promotion

Evaluation Tool Development Master Proforma


Download a sample Evaluation Tool:  PDF   |  MS Word

Please email us for further information on The Evaluation Tool Kit or purchasing a copy.

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Whilst all care is taken in compiling information contained in this website, it is advised that the relevant national, state and/or sector education and training authorities be consulted prior to acting on any of the information contained herein. Vocational Pathways Pty Ltd, its officers and associates cannot be held responsible for any errors, omission or losses arising from information contained in this website.
 

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