Below, you can see SDU's principles for evaluation, which are formulated in four points. If you want to read about the background of the principles and see examples of good practices, you can read more in the memo Principles for evaluation, development of teaching, education, and teaching competencies (pdf).
SDU's Principles for evaluation
Three purposes: The evaluation of teaching and study programmes at SDU should primarily serve three purposes:
- Development of university pedagogical competencies
- Development of teaching
- Development of study programmes
These three purposes cannot, in principle, be achieved through a single method.
Alignment: There is alignment between the purpose, content, actor(s)/stakeholders, timing, method and regularity of the evaluation.
- Within the framework set by the faculty, study boards make well-founded decisions regarding this alignment for all three objectives within their area of responsibility. (See suggestions for good practice below.)
Follow-up: For each evaluation activity, well-founded decisions must be made on how to follow up on its results.
Follow-up is understood in two ways:
- Follow-up as the subsequent work with the results, whether this involves disseminating effective practices or improving less effective ones
- Follow-up as documentation and communication to stakeholders and management about both the results and the subsequent actions taken
Overall Perspective: Local evaluation activities must be coordinated with each other and with central/national evaluations.
Coordination should prevent overlap in content, stakeholders, timing, and methods.