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Return to 'Toolkit' Structure: Ten features of evaluation
6 Evaluation Practicalities
There are a number of practicalities associated with undertaking evaluation, this section includes details about:
- Data collection and in particular the Core Participant Data
- Ethical considerations associated with the evaluation process
Core Participant Data
HEFCE outline in their (April 2008 pdf 64Kb) guidance the core participant data they require and which they expect Aimhigher Partnerships to collect. This includes:
- Name, DoB, gender, ethnicity, age, disability
- Post code
- Occupational background (mum, dad/carer and who is the chief wage earner; with code for NS-SEC)
- Parent/carer experience of higher education
- School / college / training provider
- Participation in Aimhigher activity including type / date / duration (see HEFCE April 2008 guidance and 1A for details about categorising activity and deciding the type of experience in which a participant has engaged)
Currently HEIs do not have to follow this guidance. However, for the purposes of collaborating with Aimhigher partners, working on joint evaluations and having their evidence included in Meta analysis on specific topics (typical of level 5 evaluations) it not only makes sense to collect similar data but will become increasingly important.
Although there are a number of challenges and concerns about collecting, recording, sharing and reporting data there are also a number of solutions and examples of good practice.
Many Aimhigher partnerships and HEIs already collect some, if not all, of this information. Others work collaboratively to obtain this information from other stakeholders with whom they work in partnership. There are many ways to approach this task, inevitably your context and situation, for instance the number of LEAs, schools and colleges with whom you work, their size of your Aimhigher cohort or widening participation group, the number and experience of the staff involved, will all influence how you obtain, record, and use the data.
The following ideas offer some suggestions which we intend to complement
with examples of good practice from around the region.
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Things to doFinding out what you need to doFor a summary of HEFCE April 2008 guidance on core participant data see presentation 1A or for a pdf copy Finding out what you already doUse one of the preparation activities section 2 to help you identify what data you already collect, and what data other stakeholders in your partnership collect. Use the checklist of questions in activity 6A to help you think through some of the practicalities associated with trying to collect and collate participant data. If you are interested in the background to and issues surrounding data protection and data sharing then you might arrange to meet and discuss your plans with your Data Protection Officer. For some background information and links to a series of relevant
data protection notes of guidance and details about the work of
the Information Commissioners Office see 6B Confirming data handling action plan and what everyone will doAgree who will collect data, when and from whom. You can use appendix 1 – Issues when collecting core participant data to help record your answers to the checklist of questions and appendix 2 – Roles and responsibilities for data collection in 6A to support you in this process. Remember to keep a record of whom and how many participants you ask for data and keep details of the response rate. You will need this information when you come to describe your sample. Information Sheet 6C includes information about collecting data relating to disability and ethnicity. It is very useful to decide at the start who will record the data
and who will analyse the data collected to provide a summary of
your participants. See appendix 1 in 6A.
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Evaluation Practicalities: Issues about collecting
core participant data 6A (pdf
50kB) A checklist of questions to help clarify who is collecting, collating, analysing and reporting on participant data. Appendix 2 provides a framework for recording who is collecting which data and when |
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Evaluation Practicalities: Sharing data 6B
(pdf
70kB) The websites listed provide links to legislation and the Information Commissioners Office that offers guidance about data sharing. Links to case studies of organisations who have worked through issues of sharing data and guidance about writing Fair Processing Notices. See also 6D relating to ethical considerations. |
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Evaluation Practicalities: Categories
for collecting data 6C (pdf
55kB) This information sheet highlights the importance of confirming what categories you will use to collect participant data. It provides links to websites that list the categories used by the Higher Education Statistical Agency, the DCFS and Local Authorities relating to disability and ethnicity. It includes example letters of explanation for parents and participants about why you are collecting data and what use you will make of the data. |
Ethical Considerations
Ethical considerations should underpin all evaluation activity. It is a way of working that demonstrates professional integrity. Ethical practice both anticipates and seeks to ensure the protection of all research participants. Ethical considerations relate to all aspects of the research process including:
- The collection, storage and analysis of research data
- The dissemination of findings
- Informed consent and issues of confidentiality and anonymity provided for participants
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Things to doFamiliarise yourself with the ethical guidelines from one of the examples below. Ensure that those new to evaluation understand their roles and responsibilities. For example, make sure everyone understands when they need to obtain informed consent and understands what that means and why it is important. Discuss with other partners with whom you may share data how you will obtain informed consent see ethical considerations 6E for examples of consent forms and sharing data 6B for details of the Data Protection Act Identify a secure location for storing personalised data Remember to think about the safety of research participants and researchers or those involved in collecting data see section 7 on data collection. |
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Evaluation Practicalities: Ethical
Considerations 6D (pdf
90kb) This information sheet outlines some basic ideas about informed consent and issues of anonymity and confidentiality, it includes links to articles for background reading as well as some sample forms. |
Please contact us if you have examples of consent forms that you would be willing to share with others.
Ethical Guidelines
These are useful in highlighting some of the complexities and ethical considerations as well as outlining models of good practice. As the UK Evaluation Society note in their guidance:
Writing guidelines to inform practice has real challenges in that it is easy to slide into a set of disembodied, somewhat rationalistic standards, which bear little resemblance to the ebb and flow of interactions as the social process of evaluation unfolds. (see UK Evaluation Guidance)
The following are likely to be of use for those undertaking research and evaluation in the field of widening participation:
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British Educational Research Association (BERA)BERA Ethical Guidelines A useful document not only providing guidance about how to undertake ethical research but also highlighting the tensions and complexities associated with the decisions researchers need to make. |
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British Sociological Association (BSA)BSA
Statement of Ethical Practice |
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United Kingdom Evaluation Society (UKES)Guidelines for good practice in evaluation A useful series of checklists and prompts for planning and conducting an evaluation including details for commissioning others to do evaluation. |
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Unpacking the moral maze: Ethical Guidelines for Social Researchers This website
site contains links to ethical guidelines, sample consent forms,
safety and risk advice for researchers, and links to legal responsibilities
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