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Subject:

Re: Self-evaluation

From:

Woollard AVR <[log in to unmask]>

Reply-To:

Woollard AVR <[log in to unmask]>

Date:

Tue, 27 Apr 1999 11:09:05 +0100 (BST)

Content-Type:

TEXT/PLAIN

Parts/Attachments:

Parts/Attachments

TEXT/PLAIN (53 lines)


Alison.. the London Arts Board have a very good list of key elements which
they use to assess an education project run by an arts organisation. I
think that you could use it for self evaluation. I have added one or two
phrases.

The aim of the exercise is to look at the strengths and weaknesses of the
whole process - there should be an underlying strand of the degree of 
consultation (with teachers/curators/pupils/other agencies) 

PREPARATION

Research and consultation - How much? easy access? Who and appropriateness
Aims and Objectives - in negiotiation with other parties
Planning process - 
practical arrangements
roles and responsibilities - are these clear and how well prepared
                             eg. INSET
Forms of evaluation of project - what types and when, with proper
consulktation
   
DELIVERY
Structure and pacing
Content and appropriateness for group
Group response
Presentation /production Standards
Roles and responsibilities - how well delivered

OUTCOMES
Fulfilment of aims and Objectives
Unintended outcomes
Added value
Scope for further development for the organisation
Scope for further development of self.
 
>From my experience of mentoring on the MA scheme you can not be too
restrictive in the way people record their thoughts/ reflections. Some may
like a tick box scheme, others may use a note book. In fact the
methodology of self assessment is a learning point in itself, creating
self diciplne and sharpening one's critical vocabulary. You could make
this a li#ttle research exercise yourself on the ways people chose to
record and whether they chose the most userfriendly and how they refoined
it over the weeks.

All sounds very interesting. 

Keep in touch 
Vicky



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