‘The ultimate validation of a curriculum lies in its results; that is, did it help students achieve the desired outcomes?’

Ralph W. Tyler

After implementing an interdisciplinary programme, project or course, an important question arises: Does the new programme or course meet the students’ and teachers’ expectations? There is often no tradition to fall back on, especially for interdisciplinary initiatives, as courses are often unique in their themes and combination of disciplines. This chapter deals with how to find answers to such important questions.

Formal and informal assessment

The assessment or evaluation of a programme can have a range of purposes. It provides evidence as to whether the intended programme outcomes have been achieved and whether the programme is adding value. It also demonstrates accountability to current and future stakeholders such as students, their parents or employers. Universities are therefore asked to gather objective evidence and prove their competence, authority and credibility in order to obtain certification for the programme.

Key advice 26

The procedures used for evaluation may range from informal to formal. The coffee corner is an excellent place to share experiences with students and colleagues. Teachers can also ask for feedback from the students at the end of a class to improve their teaching practice. Peer review from colleagues on teaching or assessing can also be quite valuable. This type of informal evaluation functions as a good interim check to learn how students have experienced their course and to learn from colleagues.