Evaluating the effectiveness of research ethics and integrity training - picking the tools
Measurement of effectiveness of research ethics and integrity training can be approached by asking: Do participants learn what they are meant to learn? Does the teaching support learners to achieve learning goals?
This section will give an overview of large-scale as well as small-scale, feasible or specific measurement instruments on short, medium and long-term training effects adapted to the needs of a variety of target groups and different fields/domains.
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Measuring training effectiveness has two components: the tool to collect learning outputs (preferably one that also has a pedagogical function) and an instrument to analyse the collected information.
First consider what effects you would like to measure:
Short-term effects
By short-term training effects we understand the learning, which is displayed during and soon after training and relies on learner's reactions about specific tasks or topics.
Tools applicable large-scale
Long-term effects
By long-term effects we understand the learning that is displayed months or even years after training and pertain to behaviour and practices in the research community as well as the impact on the institution/society.
Tools with specific requirements
SOLO taxonomy
The Structure of Observed Learning Outcomes (SOLO) can be used to evaluate understanding in the context of REI teaching and learning. Familiarise yourself with the taxonomy and the tools utilising the SOLO taxonomy.
Content criteria
Even though analysing content of texts produced by learners as authentic learning outputs can be time-consuming , it is possible to use deductive content or thematic analysis to extract specific topics. Get to know possible content criteria below.
Other criteria
There are also other ciriteria to analysie the collected learning outputs, like the levels of reflective thinking, leadership principles and content of ethics sections. See more details below.