Tracking, Monitoring and Evaluating

Tracking, monitoring and
evaluating
Why counting is an important part
of your schools career
development programme
Tristram Hooley
www.derby.ac.uk/iCeGS
Overview
By the end of this session participants will have:
Considered what information they should be keeping to
support the effective deliver of their schools career
development programme.
Discusses the difference between tracking, monitoring
and evaluation.
Identified a range of different kind data that they can use
to evaluate their careers programme.
Developed an action plan to improve their schools use of
data.
What is tracking?
What to track
Progress
Engagement
Interventions
Decidedness
Follow through
Destination
Which of these do you track?

How do you track them?
Approaches to tracking
Who
Teachers
How
Notes and card
When
Throughout school
Careers lead
Databases
At key decision
points
All school staff
School systems
After school
Admin/temp staff
Tracking software
Schools Intelligence http://www.schoolsintelligence.co.uk/
Pixl Edge http://www.pixl.org.uk/edge
UCAS Adviser Track https://
www.ucas.com/advisers/managing-applications/adviser-tr
ack-and-schools-reports-2015-16
Bespoke system development
Approaches to practice
Integration into personal development planning (eportfolios)
Form tutor responsibilities
Central administration and flagging
Career interviews (including group interviews)
Triage processes
Integration with existing school processes e.g. VLE,
school reports
RONIs
Your tracking approach

Discuss what you are going to change/develop in your
school.
Monitoring and evaluation

Monitoring allows you to check that you are doing what
you said that you were going to do.
Formative evaluation allows to you inform what is being done
while the activity is still in progress.
Summative evaluation creates a summary of what has been
achieved and what the impacts have been.
Why evaluate?
Evaluation enables us to:
examine what we do
think about how we can improve it
decide on whether it was worth doing
provide others with a summary to help them to understand
what was done.
www.derby.ac.uk/ic
egswww.derby.ac.uk/iCeGS
Discussion: Evaluation data

What data do you have which could allow you to make a
judgement about the impact of your practice?
What level of impact would it describe?
What data could you collect which could allow you to
make a judgement about the impact of your practice?
What level of impact would it describe?
www.derby.ac.uk/ic
Key principles
Granular
Linkable
Analysable
What is your counter-factual?
Levels of impact
Publish or perish
Too little evaluation and impact work on careers work is
published.
Writing up your evaluation for broader circulation is an
important way to support the development of the sector.
Self publication
Journal publication
Partnership with academics
Using external consultants
www.derby.ac.uk/ic
Write it down
My main reason for writing is simple: I do not know
what I think until I have written it. In conversation
one can get away with loose, exploratory thinking,
but in writing it down one has to weigh up the
arguments and the evidence, and decide what it all
means and where one stands. It is hard work, but
important; and if published, it adds to the body of
knowledge on which others can draw.
Tony Watts
On working with academics and

researchers
What matters to them
Time
Money
Authorship
Impact
What you can give them
Your time
Funding
Authorship or co-authorship
Data
Access to interventions and research populations
The change to impact on practice
Your monitoring and evaluation

approach
Discuss what you are going to change/develop in your
school.
Useful resources
Dent, P., Garton, E., Hooley, T., Leonard, C., Marriott, J. and Moore, N.
(2013).
Higher Education Outreach to Widen Participation: Toolkits for Practitioners.
Evaluation
, 2nd. Edition. Bristol: HEFCE.
Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyvskyl,
Finland: European Lifelong Guidance Policy Network (ELGPN).
Hooley, T., Marriott, J. and Wellens, J. (2012).
What is Online Research?: Using the Internet for Social Science Research.
London: Bloomsbury Academic.
Hughes, D., Bowes, L., Hartas, D. and Popham, I (2001).
A Little Book of Evaluation. Sheffield: CSNU.Hughes, D., Lang C. and
Popham I. (2001).
Taylor, A.R. & Hooley, T. (2014).
Evaluating the impact of career management skills module and internship pro
gramme within a university business school.
British Journal of Guidance & Counselling, 42(5): 487-499.
About me
Tristram Hooley
Professor of Career Education
University of Derby
www.derby.ac.uk/icegs
t.hooley@derby.ac.uk
@pigironjoe
https://adventuresincareerdevelopment.wordpress.com/

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Tracking, monitoring and

Which of these do you track?

All school staff

Bespoke system development

Your tracking approach

Monitoring and evaluation

Discussion: Evaluation data

On working with academics and

What you can give them

Your monitoring and evaluation

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