Author ORCID Identifier

https://orcid.org/0000-0002-7067-0566

Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

Education, general, including:

Abstract

Programmatic evaluations are used by higher education institutions as part of their quality assurance and enhancement processes in the assessment and monitoring of academic programmes to ensure the maintenance of the standards, integrity and viability of these programmes. The type of evaluation most suited to this purpose is a utilisation-focused formative evaluation, which should be carried out in a structured and systematic manner. Saunder’s (2000) RUFDATA framework is a useful tool that can be used to both systematically plan and monitor the activities associated with such an evaluation project, being suited to projects at both small (e.g., module), medium (e.g., programmatic) and large (e.g., institutional) evaluation levels. This paper provides a brief overview of the fundamental theory underpinning utilisation-focused formative evaluative practice in higher education contexts. The implementation of the RUFDATA framework in the evaluation of the assessment authenticity of a programme of study is then explored, including consideration of additional factors, such as stakeholder engagement and ethical considerations, concluding with a suggested outline for the reporting of an education-based evaluation.

DOI

https://doi.org/10.21427/G65F-QZ87

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