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dc.contributor.convenorBerwyn Claytonen_US
dc.contributor.authorChoy, Sarojnien_US
dc.contributor.authorLidstone, Johnen_US
dc.contributor.editorBerwyn Claytonen_US
dc.date.accessioned2017-05-03T11:44:11Z
dc.date.available2017-05-03T11:44:11Z
dc.date.issued2011en_US
dc.date.modified2012-08-28T08:46:02Z
dc.identifier.refurihttp://avetra.org.au/publications/conference-archives/conference-archives-2011/2011-conference-papersen_US
dc.identifier.urihttp://hdl.handle.net/10072/46565
dc.description.abstractA primary purpose of evaluating education and training courses is to assess how well their design and delivery aspects have met the predetermined learning objectives in order to make improvements. Thus traditional approaches to evaluation provide data on what is mainly of interest to the course designers and facilitators. Consequently, conventional data collection techniques do not necessarily seek in-depth self-reflection by the learners or what is of most significance to them. Hence the real impact of course completion is not fully understood. The Most Significant Change approach to evaluation is participatory and collects stories on the impact of the training experienced by the learners, supplementing data that provides a more holistic and richer picture of the learning outcomes from learners' perspectives. This paper reports on the use of the Most Significant Change technique to supplement data from conventional sources in order to evaluate a leadership capacity building course. Eighteen participants completed a Master of Education course over a period of two years. The Learning Experience Surveys provided mainly quantitative and some qualitative data on the students' experiences and satisfaction with teaching and learning. Stories about the most significant changes experienced by the students were recorded during interviews and confirmed at focus groups. The findings highlight the value in using the Most Significant Change as a tool for a more comprehensive evaluation of capacity building programs. Although the sample represents a group of university students, the tool offers potential for VET practitioners to extend their evaluation techniques and learn more about the impact of education and training that they offer.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent174483 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAVETRAen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://avetra.org.au/publications/conference-archives/conference-archives-2011/2011-conference-papersen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAustralian Vocational Education and Training Researchers Associationen_US
dc.relation.ispartofconferencetitle14th Annual Conference of the Australian Vocational Education and Training Researchers Associationen_US
dc.relation.ispartofdatefrom2011-04-28en_US
dc.relation.ispartofdateto2011-04-29en_US
dc.relation.ispartoflocationMelbourne, Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleMost significant change technique: a supplementary evaluation toolen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2011 AVETRA. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.en_US
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorChoy, Sarojni C.


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    Contains papers delivered by Griffith authors at national and international conferences.

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