Criteria

Strand 2: criteria for describing, reviewing and evaluating training interventions

RIDLs has formulated a set of criteria, attached below, to help training practitioners in higher education describe, review and evaluate their training and development interventions and resources intended for researchers, but also for students and teaching staff. These criteria  relate to all interventions aimed at developing information-handling knowledge, skills and competencies, whether in the form of face-to-face sessions/courses or digital/online resources. They serve three broad purposes:

(i)     Helping institutional staff who design and deliver such courses and resources to describe and review them; the aim being to provide a structured and recognized way of presenting such interventions in online resources and demonstrating their value.

(ii)   Providing a simple means of assessing courses and resources, for use within or outside the institutions in which the interventions have been compiled; the aim being to evaluate their suitability and usefulness as transferable resources.

(iii)   Serving as a prompt for a dialogue between training practitioners and learners, and providing a structure for such a dialogue.

However, the criteria are not intended as a prescriptive or rigid tool, nor as a means of assessing the performance of training practitioners: they are very much about providing the latter with a logical and common-sense self-help framework that will assist them with the formulation and delivery of their resources.

To reflect the two purposes, the document is in two parts. These are complementary, and in both cases, the criteria are articulated around a series of questions addressed directly at practitioners.

It is important that the criteria should be clear and acceptable, and that they should be used with confidence within the HE and research sectors as an aid to the design of training interventions and resources. From September 2012, they were thus tested in a number of environments, with RIDLs members using their networking capacity to promote selected piloting. In the cases of good practice identified under strand 3 of the RIDLs programme, fifteen universities thus used the criteria to describe and evaluate a selection of their training resources. The responses drawn up by these institutions to address the questions covered by the criteria can be found here.

On the basis of this trialling and of perceived need, the criteria were refined and presented as an easy-to-follow table incorporating a set of structured questions. The explanatory notes that complement them are also attached below.

If you feel that you would like to try out the criteria within your own institutions, please do not hesitate to do so. And if you would like further information, feel free to contact Stéphane Goldstein, at [email protected] .

RIDLs criteria for describing, reviewing & evaluating training interventions

Notes to accompany RIDLs criteria

 

Last update: 6 September 2013