Evaluation Cycle Framework

The Evaluation Cycle Framework, developed by the University's Access and Success team, aims to guide you in effectively evaluating the impact of your project or programme. By using this Framework you help to:

Ensure all programmes are evaluated consistently and robustly using appropriate frameworks and tools
Provide consensus on programme design
Help to frame delivery of activities into outcomes achievement
Support the University's principles for transparent evaluation design, useful for all types of projects

Evaluation Decision Tree tool

The Evaluation Decision Tree tool is designed to empower you with essential skills and resources for evaluating your practice effectively. You’ll be introduced to key evaluation principles—including creative, transformative, and embedded approaches—that can shape your work meaningfully. We’ll guide you in finding practical templates, like Theory of Change, to support your unique evaluation plan, along with case studies and exemplars to inspire and inform your approach. You’ll also have access to valuable materials on access and participation planning, with clear direction on where to connect with relevant resources. Finally, you’ll strengthen your knowledge of evaluation methods to drive impactful and informed practices.

Explore the evaluation decision tree tool

If you have a moment, we would love to hear whether this tool has been helpful for you here.

Guides and resources to help you run your own evaluation

These guides provide information, considerations and resources to help you evaluate your practice at each stage of the evaluation process.

About Theory of Change

This guide provides an introduction to the Theory of Change methodology to help you structure and plan your evaluation.

External resources

Developing your evaluation

This guide builds upon the concept of Theory of Change and explains how to select an appropriate form of evaluation and develop an evaluation plan. It will also introduce the purpose of comparison and why it is used to produce higher standards of evidence.

Developing your evaluation

To help you plan your evaluation, take the outcomes agreed in your Theory of Change document and add them to the evaluation plan template. It has indicators for the methods used to gather data, when it will happen and who will complete the activity.

Evaluation plan template

Monitoring and running your evaluation

This guide explains how to use evidence gathered by evaluation to inform and review your work and helps you to locate support and resources to monitor and review your evaluation.

Monitoring and running your evaluation guide

You may find this evaluation checklist spreadsheet template useful in helping you to run the evaluation.

Evaluation checklist template

Disseminating your evaluation

This guide introduces the ways you can present and disseminate your evaluation project, internally and externally.

Disseminating your evaluation guide

What is the size and scale of your project?

The things you need to consider will be determined by the size and scale of your evaluation project. To help you think about this consider whether you are running a smaller scale project locally, or is it reaching across different areas (e.g., divisions/departments, schools, or even faculties). The following guidance and suggestions aim to help you plan for all types of evaluation projects.

Level 1: Local or course level

Data collection and student voice

If you your change project will primarily impact your local level or area, for example, a particular team, course or programme, you will normally be responsible for your own data collection and will require smaller levels of consultation. You should also consider how you are going to incorporate the student voice.

At this level, consider collecting data through channels that are already accessible to you for example, course unit evaluation data, consultation with student representatives, existing email channels.

Funding and resource

No additional funding or resource is required to run this evaluation; evaluation is embedded into practice.

Dissemination

Sharing and disseminating the results of your evaluation will primarily be internal for example, through local communications, relevant SharePoint sites, or team meetings.

Example: Evaluating the PgCert in Clinical Data Science

The PG Cert in Clinical Data Science is a co-created course developed in partnership with public patient representatives, consultation with The Christie and NHS England. The course is aligned to NHS values, aiming to upskill the healthcare workforce with data science, statistics, machine learning capabilities and change management knowledge and skills.

First, the course team developed a Theory of Change (ToC) to plan the evaluation and determine what the short, medium and long term outcomes and impact of the course should be. Developing the Theory of Change enabled the team to agree seven evaluation themes and research questions:

Knowledge, confidence and skills: Has the course helped develop foundational clinical data science knowledge and skills?
Authentic and experiential: Did the learners find the case studies / exemplars / notebooks provided real world context and opportunity to get hands-on experience applying some of the tech concepts covered?
Personalised and flexible: Had it been personalised and flexible enough to meet the needs of all students?
Interdisciplinarity: Did the group work or face to face day give a taste of interdisciplinary / team science working?
Self-efficacy and agency: Has the PG Cert encouraged all students to exercise agency and develop self-regulated learning skills?
Satisfaction: Did learners enjoy the course to a level they would recommend it?
Diverse and inclusive: Was the cohort a broad mix of learners from across professional disciplines and levels?

By phasing the outcomes, it was easier to see how each element contributed to the final impact which was to enable all learners to embark on a digital transformation project of their own.

Theory of Change template

Next, the team used the Evaluation Cycle Framework to embed the evaluation into the course.

Stage	Actions
Design	Designing the course Add themes from the Theory of Change into the course design Embed evaluation into the course design by using a programme wide evaluation plan Resources to help you develop an evaluation plan Developing your evaluation guide Evaluation plan template
Deliver	Employ flexible teaching methods, approaches and activities that also provide opportunities for evaluation To evaluate knowledge, confidence and skills, the programme team included activities such as a graph literacy and persona activities at different points throughout the course to encourage students to think about their professional context To evaluate authenticity, the programme team used data storytelling and case studies seeking feedback from students and alumni To evaluate the interdisciplinarity of the course, the team used a paper-prototyping group activity and user centred design activities Utilise existing teaching tools to support evaluation for example, Canvas analytics engagement dashboard Create evaluation checklist for each unit prior to delivering the unit Resources to help you develop an evaluation checklist Evaluation checklist template Evaluation methods
Evaluate	Data collection Canvas analytics finalised Evaluation checklists completed and data collected
Learn	Retrospectives with teaching team Analyse and share data with teaching team for example, all course unit leads provide an evaluation retrospective on their particulate unit Run reflective debriefs with teaching team for example, start, stop, continue exercise
Share	Disseminate your findings Internal dissemination (e.g., programme team meetings, email communications, SharePoint) Wider dissemination could include Scholarship of Teaching and Learning (e.g., publications, conferences)
Review	Lessons learnt to inform future planning Discuss at programme committee Students as partners and co-creators

Level 2 (Semi-Organisational - School Level)

	You may begin to use data available from central BI reports and now require consideration of other change projects around you, to avoid potential attrition. You may require further levels of consultation e.g. >3 hours of consultation to plan methods etc.
Data Considerations	School level data. APP – planning dashboards, BI availability. Consider if other projects are happening at this level Dissemination at across the institution and maybe externally. Access and Success projects may share findings through the Access and Success Annual Impact Report.
Internal Example	Manchester 10/10 Black Leadership Programme The Manchester 10/10 Black Leadership programme (BPL) is a student success initiative which provides coaching for students of black heritage. This coaching aims to support participants to challenge mindsets which hinder success, increasing confidence in their studies and enabling them to take up leadership roles. Through their leadership roles, participants will be empowered to co-create improvements in student experience, helping the University to better understand how to support student of black heritage. It is the ambition of the BLP that these changes will result in an improved sense of belonging for students of black heritage and positively impact the degree awarding gap between white and black students.
External Example	TBC
How are you incorporating student voices?	You can gather student voices as part of your evaluation design by: - Contacting the student perspective group via Student Communications via xxx in order to pay for student time using Amazon Vouchers -
Resources & Support	Internal Evaluation drop-in sessions: - UMITL3011 Evaluation Drop-in Support Session (APP specific) - UMITL3010 Evaluation Drop-in Support Session - UMIT3009 Theory of Change Consultation Clinic ------------------------------------------------- External links Evaluation collective - https://evaluationcollective.wordpress.com/ TASO - https://taso.org.uk/ Quality Assurance Agency - https://www.qaa.ac.uk/the-quality-code/2018/advice-and-guidance-18/monitoring-and-evaluation OfS – Standard of evidence and evaluation https://www.officeforstudents.org.uk/for-providers/equality-of-opportunity/evaluation/standards-of-evidence-and-evaluation-self-assessment-tool/
What’s needed to run your evaluation?	Involves some funding to run the intervention to support. Involves other teams at School or Faculty level to support the intervention and evaluation, try to approach these teams early in the process to secure their support.

Level 3 (Institutional/Faculty Level)

	You should consider having work streams or a task and finish group to manage the delivery and evaluation. Your project is of high relevance and importance for key UoM strategic objectives e.g. APP etc. Your evaluation may be informed by targets at an APR or APP level.
Data Considerations	APR/SEAP awareness – relation to wider change. Full consultation AKA workstreams, T&F group. Dissemination should be broad and likely beyond the scope of the institution. You may wish to publish your results in a blog or paper.
Internal Example	Student Success Hub The Student Success Hub (SSH) within the Faculty of Biology, Medicine, and Health comprises five workstreams, all seeking to address institutional drivers of differential attainment. The five workstreams are Accessing and Analysing Attainment Data, Embedding Inclusive Education, Developing Anti-Discriminatory Practice and Ensuring Equity of Placements. Through a multifaceted approach the SSH aims to make teaching and learning in FBMH more equitable and positively impact the degree awarding gap between white and black students and white and Asian students.
External Example	Using learning analytics to prompt student support interventions ‘Transforming Access and Student Outcomes in Higher Education (TASO) commissioned two English HE providers (HEPs) – Nottingham Trent University (NTU) and Sheffield Hallam University (SHU) – each to carry out a randomised controlled trial (RCT) of different interventions prompted by Learner Analytic (LA) systems. The trial at NTU tested established practice while that at SHU focused on a pilot intervention. At each HEP, students on the trial were randomly assigned to one of two groups (Intervention 1 or Intervention 2) which determined which intervention they would receive if the LA system identified them as being at risk. In both groups, at-risk students received an email alert which contained details of available support. For at-risk students in the Intervention 1 group, the email was automatically followed by a support phone call from a student adviser.’ https://cdn.taso.org.uk/wp-content/uploads/2024_TASO_Impact-student-support-interventions-learning-analytics.pdf
How are you incorporating student voices?	As an institution-level project requiring resource, you could set up: - Request a student partner for your initiative? - https://www.yoursay.manchester.ac.uk/partners-and-consultations/
Resources & Support	Internal Evaluation drop-in sessions: - UMITL3011 Evaluation Drop-in Support Session (APP specific) - UMITL3010 Evaluation Drop-in Support Session - UMIT3009 Theory of Change Consultation Clinic Detailed levels of methods with consideration ------------------------------------------------- External links Evaluation collective - https://evaluationcollective.wordpress.com/ TASO - https://taso.org.uk/ Quality Assurance Agency - https://www.qaa.ac.uk/the-quality-code/2018/advice-and-guidance-18/monitoring-and-evaluationOfS OfS – Standard of evidence and evaluation https://www.officeforstudents.org.uk/for-providers/equality-of-opportunity/evaluation/standards-of-evidence-and-evaluation-self-assessment-tool/
What’s needed to run your evaluation?	Involves some funding to run the intervention to support Involves other teams at School, Faculty and Institution level to support the intervention and evaluation. Therefore, it is important to identify these as early as possible in order to get their support. For example, if you will be publishing the evidence externally and require ethics, you will need to factor in a long lead in time

Evaluating Your Practice: An Online Event for University Staff

Evaluating Your Practice: An Online Event for University Staff

Date: 20th January 2025

Time: 10:00 – 15:00

Platform: Teams

Join us for an interactive online event designed to explore various ways to evaluate and enhance your professional practice. Whether you're focused on improving teaching methods, supporting access and participation plans, or building TEF case studies, this session has something for you.

What to Expect:- Introduction to the Theory of Change Framework: Learn how this powerful tool can help you reflect on and evaluate your work.- Practical Ideas & Resources: Discover a range of methods, tools, and strategies that can support your evaluation efforts.- Insights from the Evaluation Advocate Network: Hear real-life experiences, lessons learned, and success stories in embedding evaluation practices.- Creative Evaluation Methods: Explore how to adopt a students-as-partners approach for a more inclusive and impactful evaluation process.

This event is a great opportunity to reflect, connect with peers, and elevate your evaluation strategy. Come ready to share your thoughts and leave with new ideas to implement in your work!

To find out more, please view the Event Flyer here.

This event has now ended. Resources from the event can be accessed via the schedule below.

Session	Description
Welcome	Gabrielle Finn, Associate Vice President (Uni of Manchester), Craig Best, Director of Student and Academic Services and Fran Hooley ITL fellow Impact and Evaluation project welcome you to the event. Watch the recording Access the slides
Challenge One	We are asking for you input into the evaluation network to help us shape how it could work. Access the challenge
Challenge Two	Please take some time to look at the evaluation toolkit. Access the challenge
Evaluation next steps (close session)	Access the slides Access the recording

Innovation in Education	Equality of Opportunities	Skills, tools and methods
Evaluating practice to create TEF case studies Jen McBride will lead this session on the importance of evaluation as part of the University's TEF plans.	Operationalising the Access and Participation Plan Sophie Flieshman and Jack Walker introduce the APP and plans to embed it across the University.	Students as evaluation partners Haadia Bahemia, ITL student partner, will lead this session on methods to support students as evaluation partners.
Watch the recording Access the slides	Watch the recording Access the slides	Watch the recording Access the slides Padlet
Evaluation & Personal Development James Brookes explores the approaches for personal development and evaluation.	APP Case study Access and Success team will bring the Access and Participation Plan to life through a case study.	Creative methods & tools Fran Hooley will highlight some key tools, methods and approaches to help you evaluate your practice.
Access the slides	Watch the recording Access the slides	Watch the recording Access the slides Padlet
Evaluation Lessons Learnt (so far) This session will explore lessons learnt from three projects that have designed evaluation at their inceptions. You'll hear from Alan Davies & Fran Hooley (FBMH), Charles Walkden & Fiona Lynch (FSE), and Gary Vear (FHUM).	Understanding Type 3 evaluation Access and Success team introduce Type 3 evaluations through examples, guidance and resources you can use.	Embedding Evaluation in Learning Design Tamara Montrose and Diane Bennet from the Transnational Education Team with Fran Hooley will take you through tools and methods to help you embed evaluation in your learning design.
Watch the recording Access the slides Evaluation Lessons with Alan Davies	Watch the recording Access the slides	Watch the recording Access the slides

Innovation in Education

Equality of Opportunities

Skills, tools and methods

Evaluating practice to create TEF case studies

Jen McBride will lead this session on the importance of evaluation as part of the University's TEF plans.

Operationalising the Access and Participation Plan

Sophie Flieshman and Jack Walker introduce the APP and plans to embed it across the University.

Students as evaluation partners

Haadia Bahemia, ITL student partner, will lead this session on methods to support students as evaluation partners.

Evaluation & Personal Development

James Brookes explores the approaches for personal development and evaluation.

APP Case study

Access and Success team will bring the Access and Participation Plan to life through a case study.

Creative methods & tools

Fran Hooley will highlight some key tools, methods and approaches to help you evaluate your practice.

Evaluation Lessons Learnt (so far)

This session will explore lessons learnt from three projects that have designed evaluation at their inceptions. You'll hear from Alan Davies & Fran Hooley (FBMH), Charles Walkden & Fiona Lynch (FSE), and Gary Vear (FHUM).

Understanding Type 3 evaluation

Access and Success team introduce Type 3 evaluations through examples, guidance and resources you can use.

Embedding Evaluation in Learning Design

Tamara Montrose and Diane Bennet from the Transnational Education Team with Fran Hooley will take you through tools and methods to help you embed evaluation in your learning design.