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"For most, this was an entirely new experience."

Pre entry learners visit to Burton Constable Hall (A View from the Hall project)

Evaluating Learning

Collecting data on the effect of museum, library and archive (mla) activities on learners, tutors and mla staff is key to demonstrating the value of mla learning. Evaluation is a very big subject, which cannot be covered in detail here. Mla and Skills for Life professionals tend to approach evaluation in different ways, so it is useful to be aware of the key tools used by both sectors.

MLA Yorkshire and NIACE have produced a toolkit which shows how Inspiring Learning for All approach works with the RARPA approach, and contains lots of information, examples of ways to evaluate learning, and links to further resources. Click here to download the ILFA / RARPA evaluation toolkit [1.4MB].

Inspiring Learning For All

The GLOs: Knowledge and Understanding; Skills; Attitudes and Values; Enjoyment, Inspiration, Creativity; Activity, Behaviour and ProgressionInspiring Learning For All logoMuseums, Libraries and Archives Council (MLA) have developed a nationally acclaimed framework for supporting the development of accessible and inspirational learning organisations. The framework includes tools to facilitate measuring the impact of informal learning using the following five generic learning outcomes (GLOs):

  1. Knowledge and Understanding
  2. Skills
  3. Attitudes and Values
  4. Enjoyment, Inspiration and Creativity
  5. Behaviour and Progression

mlas are using the GLOs to develop a shared language about the learning that is happening within their services.

For more information, visit the Inspiring Learning For All website.

RARPA Approach

Learning Skills Council logoThe Learning and Skills Council has developed the RARPA approach (Recognising and Recording Achievement and Progression in Non-Accredited Learning). This is a five-step program to measure distance travelled during a learning experience.

The five elements of the staged process are linked explicitly to key parts of the Common Inspection Framework. These five elements are:

  1. Aims appropriate to an individual learner or group of learners
  2. Initial assessment to establish the learner’s starting point
  3. Identification of appropriately challenging learning objectives: initial, renegotiated and revised
  4. Recognition and recording of progress and achievement during programme (formative assessment): tutor feedback to learners, learner reflection, progress reviews
  5. End of programme learner self-assessment; tutor summative assessment; review of overall progress and achievement. This will be in relation to appropriately challenging learning objectives identified at the beginning/during the programme. It may include recognition of learning outcomes not specified during the programme.

For more information, visit the RARPA section of the LSC website.

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