Developing and implementing a robust and flexible framework for the evaluation and impact of educational development in higher education in Chile

ABSTRACT

This article describes the development of an evaluation and impact framework to assess the effectiveness of educational innovations. It can be utilized within a single program, as well as at institutional and national levels. While it is contextualized in a Chilean university, it is argued that it is widely applicable as it is informed by international best practice.

The rationale that informed the development of the evaluation framework is described and is illustrated using two programs: Faculty Learning Communities; and Student Learning Assistants. These demonstrate how the framework can be customized utilizing indicators and outcomes relevant to specific programs and stakeholders.

KEYWORDS:

• Educational development
• evaluation
• impact
• higher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the MECESUP under Grants PM UCT1402 and PM UCT1403.

Notes on contributors

Beatriz Moya

Beatriz Moya is a faculty consultant in the Centre for Teaching Development and Innovation at Universidad Católica de Temuco. She developed the School of Student Learning Assistants (SLAs) and directed a Chilean Ministry of Education project regarding the institutionalization of SLAs.

Héctor Turra

Héctor Turra is a faculty consultant in the Centre for Teaching Development and Innovation at Universidad Católica de Temuco. He has worked with School of Engineering faculty and authorities and directed a Chilean Ministry of Education project on STEM innovation.

Denise Chalmers

Professor Denise Chalmers was awarded a National Senior Teaching Fellowship on recognizing and rewarding university teaching and an Australian Award for University Teaching. For over 25 years, she has demonstrated leadership in higher education, initiating institutional, national, and international projects including developing and embedding teaching quality criteria and indicators and promoting the use of teaching and learning performance indicators.