The TELT Evaluation Framework, developed in 2009 through to 2011, is designed to undergo iterative cyclical refinement and ongoing development, based on the results of the sub-layer evaluations themselves and an ever-changing staff, student and application landscape in which it is applied.

Higher education institutions are more and more often being asked to demonstrate the quality of their educational provision. In response, we've redoubled our efforts to improve teaching and learning, and to assure assessment standards. We review the quality of our assessment processes as a fundamental part of our ongoing cycle of quality assurance and improvement. 

The Framework itself incorporates continual effectiveness re-assessment of the evaluation processes: how well they identify suitable technology applications and tools for inclusion in the platform, and to what extent they improve technology supported learning and teaching. Thus, the Evaluation is conducted over the entire life-cycle of the technologies, delineated across three stages:

Stage 1: An initial vendor assessment: to determine the suitability, stability and viability of the prospective vendors/open-source solutions.


To devise a "living" evaluation framework that affords an iterative refinement process to underpin:

  • All TELT technology selections and developments
  • Efficient tracking of the trajectory of success (and failure) of educational technologies used across faculties and over time
  • Enhancement of the divergent L & T approaches and practices in online learning at UNSW

How do I evaluate a blended or online course? 

If myExperience does not gather sufficiently detailed feedback from students about the online activities, you may wish to:

Note: In Australia, we use the word "assessment" to refer to the measurement of student attainment in a course and "evaluation" to refer to the review and measurement of the effectiveness of our teaching. US literature often uses "evaluation" to refer to the measurement of student performance.

Formal evaluation

Much of what you achieve in your classes from week to week is invisible at Faculty, School and program level. Student grades provide some data, but only you and your students know how the learning is proceeding. Some activities may work as planned; others may be less, or more, successful than you anticipated.

We evaluate courses and teaching to enhance students' learning, by providing content that is current, relevant and appropriate to their needs. To continually improve learning and teaching, we must continually evaluate it by:

  • gathering information about the quality of student learning that is taking place in our courses and programs
  • making judgments based on that information.

Then we must adjust our teaching in accordance with those judgments.