Career Mark Guidance Note Career Mark Guidance Note 6
Evaluation activities table
Remember! Evaluation is about finding out whether a lesson/activity/event has happened; what impact it has made; has it been worth
doing? Could it be done better?
This table is a template showing different activities to evaluate and the process this could involve. As well as outlining a process of evaluation,
it also includes various activities which could be evaluated. Many of these activities have been selected under the 4 key topics to address in
CEIAG, to assist students with developing the skills to make informed choices: Making a good choice; Knowing about myself; Knowing what’s
available; Putting my plans into action. This template also addresses some of the possible evaluation methods, indicating whether they are
quantitative/qualitative; plus possible tools, eg questionnaires
Activity
Putting my Plans into
Action
Interview Skills
module
Purpose/focus of
evaluation activity
(objectives for this
can be same as those
for original activity)
Objectives (of original
activity)
To establish that this
activity has taken
place; equipped
students with
necessary skills and
been worth doing
To prepare students for
interviews by equipping
them with necessary
skills and techniques to
achieve a desirable
result
Desired outcomes
All students achieve a
positive outcome by
‘passing’ their final
mock interview
Evaluation method
and tools: these can
include that the event
has taken place;
VALIDATION
Qualitative
 End of module
discussion
group with
students
 End of module
discussion with
teachers
 End of module
mock interviews
Timescales
Term in which module
delivered
against agreed
criteria
 Feedback
sheets
completed by
employers
Quantitative
 Questionnaire
to students re
learning/views/
what could be
improved

Careers Education
Programme
To equip students with
skills, knowledge and
understanding to make
informed decisions
about their lives
To ensure students
understand purpose
of Work experience
Increase students
understanding of
purpose of work
experience
Increase in attendance
for specific group of
students
End of module
test of students
learning using
test paper
Qualitative
 Discussion
group with
students
 Discussion
group with staff
Quantitative
 Questionnaire
for students
 Questionnaire
for staff
 Attendance
figures pre/post
module
Term/academic year?
Duration Work
experience module

Registers from
lessons/tutors
Qualitative
 Discussion
group of
students
 Discussion
group of staff
Work experience
Students able to state
purpose of work
experience and what
they got from it
To establish how
much (VCL)
contributes to
students decision
making process
To establish that
students are aware of
how can make use of
VCL
Students are able to
give examples of how
they have used VCL to
help them make
decisions about next
step
Quantitative
 Questionnaire
pre & post work
experience
module to test
students
understanding
Qualitative
 Discussion
group of
students
 Discussion
group of staff
Quantitative
 Questionnaires
for students to
gain their views
 Questionnaire
for staff to gain
views
 Questionnaire
pre & post intro.
and use of VCL
Qualitative
 Discussion
group of
students





DM- Options choice
process
Making a good
decision
Student outcomes
Positive
outcomes/transition
for students
To establish that
students have received
impartial information
about their options
To establish how much
careers provision has
contributed to positive
outcomes/transitions for
students
To establish how much
the option choice
process has contributed
to students DM skills
To equip students with
the skills, knowledge
and understanding to
enable them to make
informed choices about
their transition options
That students know/can
say how much option
choice helped them to
make an informed
choice
Students make a
transition to an option of
their choice

Discussion
groups
students/staff
Quantitative
 Questionnaires
staff/students/p
arents pre/post
process to test
out knowledge
understanding
of options
available
 Students
completed
option choice
forms
Academic yearly
statistics

Statistics from
options/transitio
n regarding
retention
Qualitative
 Discussion
groups students
Example – Learner evaluation form
Learner Evaluation Form
We want your help!
We set up this programme so that we could help you to make the most of yourself and your
opportunities in life. How well have we done? Let us know by filling in this form. We will tell you
what the results are and use them to improve the programme. We want you to be honest so
you don’t have to give us your name unless you want to. If you do tell us who you are, we may
ask you some more questions later.
Thanks!
Helping you to help yourself
How much has this programme helped you to:
1. Recognise your achievements, skills, qualities, strengths, weaknesses and potential?
 a lot
 some
 not much
 not at all
Helping you to get where you want to be
How much has this programme helped
you to:
 not at all
9. Decide what you want to do next and
explain to other people why you want
to do it and why it will suit you?
2. Think about and plan for the future?
 a lot
 some
 not much
3. Recognise the people and things that influence you and how they affect what you think,
what you do and the decisions you make?
 a lot
 some
 not much
 not at all
4. Believe in yourself, and make your own decisions using all the help, support and advice
that you can get?
 a lot
 some
 not much
 not at all
Helping you to find out about life’s opportunities
How much has this programme helped you to:
5. Think about the links between living, learning and earning and how changes in these could
affect you in the future?
 a lot
 some
 not much
The following is an example of 1
method of collecting evidence via
questionnaire re how much the overall
career programme has helped
students to develop their knowledge,
skills and understanding; how this
will help them to make a positive
transition
 not at all
6. Understand that you will have to keep topping up your knowledge and skills if you want to
be employable?
 a lot  some  not much  not at all
7. Find out about different opportunities in learning and work, including some that you hadn’t
 a lot
 not at all
 some
 not much
10. Think about the consequences of
your decisions, including cost and
other money matters?
 a lot
 not at all
 some
 not much
11. Plan how to get where you want to
be, and make a back-up plan in case
things go better or worse than you
expect?
 a lot
 some
 not much
 not at all
12. Make a good application, present yourself well and get ready for change?
 a lot
 some
 not much
 not at all
13. What was the best part of the programme?
14. What was the worst part of the programme?
15. What was the most important part of the programme?
16. What was the least important part of the programme?
17. If you were in charge of the programme what would be the first
three things that you would change?
a)
b)
c)
Framework for timescales of evaluation:
Possible priorities to evaluate –
Forthcoming year:
Yearly






Options choice process
Employability skills day
Year on year improvements in student participation in CEIAG activities
Information on what students have done and when they did it
Has student entitlement been met, and to what extent?
Have learning outcomes for programme been achieved?
3 yearly:





Contribution of CEIAG to attendance/attainment
Impact of work experience on students; contribution to overall aims of CEIAG
Parental awareness of CEIAG provision in school
Parental knowledge of options open to their son/daughter
Parental perception of contribution of CEIAG to their son/daughter’s transitions
Longer term:


Impact of introduction of virtual careers library (VCL), to overall CEIAG
Impact of introduction of VCL to use of resources for CEIAG