Will Policy Makers Hear My Disability Experience? How Participatory Research Contributes to Managing Interest Conflict in Policy Implementation

2010 ◽  
Vol 9 (2) ◽  
pp. 207-220 ◽  
Author(s):  
Karen R. Fisher ◽  
Sally Robinson
Keyword(s):  
Policy Implementation ◽  
Participatory Research ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Policy Makers ◽  
Evaluation Practice ◽  
Policy Theory ◽  
Interest Conflict ◽  
Participatory Policy ◽  
Service Experiences

Participatory evaluation gives primacy to the experience of people affected by the policy. How realistic is it for researchers to persuade government of its benefits, given the gap between participatory policy theory and government evaluation practice? We apply this question to the Resident Support Program evaluation. The program coordinates support for people living in boarding houses and hostels in Queensland, Australia. We found that a participatory, longitudinal, formative evaluation process facilitated service user contribution to research outcomes, service experiences and policy implementation. In addition, the values position of participatory research can contribute to managing interest conflict in policy implementation.

Relational Approaches to School Evaluation

2020 ◽  
pp. 132-154
Author(s):  
Kenneth J. Gergen ◽  
Scherto R. Gill
Keyword(s):  
Test Performance ◽  
Evaluation Process ◽  
School Evaluation ◽  
School Inspection ◽  
Policy Makers ◽  
Evaluation Practice ◽  
Whole School ◽  
Evaluative Concerns ◽  
Multiple Voices ◽  
The Many

School inspection based on the standardized measurement of student test performance is among the significant causes of teachers’ stress and school leaders’ frustration. To truly understand how a school provides meaningful educational experiences, it is imperative to involve the reflection of all stakeholders. Viable alternatives from a relational standpoint are now emerging, and demonstrate how school evaluation in the form of collective and mutually supportive inquiry can enrich understanding of school functioning and stimulate effective change. Among the many relevant practices, the authors focus on two relationally sensitive approaches to replace the traditional models of school inspection: first, a community-based whole-school evaluation drawing on the perspectives of teachers, parents, students, and school governors, and then and an integral evaluation practice combining the evaluative concerns of the school community and policy makers. These practices demonstrate the value of including multiple voices in the school evaluation process, thus empowering and engaging the wider community in improving schools.

Research in Action Settings: A Sketch of Emerging Perspectives

1979 ◽  
Vol 2 (2) ◽  
pp. 185-205 ◽  
Author(s):  
Frank S. Kessel
Keyword(s):  
Action Research ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Summative Evaluation ◽  
Achievement Scores ◽  
Observational Methods ◽  
Qualitative Information ◽  
Education Programs ◽  
Policy Makers ◽  
Funding Agencies

Referring specifically to early education programs this paper outlines the principal features of two broad paradigms of action research. The first, emphasizing summative evaluation through quantitative group comparisons of intelligence and achievement scores, characterized earlier action research efforts. The second, stressing formative evaluation, process-oriented observational methods, and qualitative information, has emerged more recently. The perspectives comprising this paradigm are discussed in the light of parallel developments in psychology, together with implications for international researchers, funding agencies, and policy-makers.

A Systems Approach to the Design and Development of Interactive Videodisc Training

1989 ◽  
Vol 17 (4) ◽  
pp. 255-271 ◽  
Author(s):  
Jeffrey A. Cantor
Keyword(s):  
Formative Evaluation ◽  
Systems Approach ◽  
System Development ◽  
Process Analysis ◽  
Evaluation Process ◽  
Interactive Videodisc ◽  
Systematic Design ◽  
Design And Development ◽  
Test And Evaluation ◽  
Instructional Product

This article describes a four-phased process used by the U.S. Navy for the systematic design and development of interactive videodisc (IVD) courseware (ICW). Phase One of the process, Analysis and Alternatives, describes the methodology for analyzing job/task data for the purpose of verifying the appropriateness of interactive videodisc as the medium of instructional choice, and for analyzing the proposed problem, and scoping out the approach and solution. Phase Two, System Design, describes the process for the layout and design of the IVD instructional product. Phase Three, System Development, discusses the process followed to actually develop and construct an IVD system. Lastly, Phase Four, System Test and Evaluation, will describe the formative evaluation process through which the IVD product and system is proven ready for use.

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

scholarly journals Interactive Media Development of Procedures for Prayer (Tara Shalat) Based on Adobe Flash in Improving the Skills of Madrasah Ibtidaiyah Prayers

2019 ◽  
Vol 11 (2) ◽  
pp. 159-182
Author(s):  
Guntur Cahyono
Keyword(s):  
Field Trial ◽  
Development Process ◽  
Formative Evaluation ◽  
Interactive Learning ◽  
Interactive Media ◽  
Evaluation Process ◽  
First Grade ◽  
Development Research ◽  
Adobe Flash ◽  
Final Design

This research aims to develop interactive learning media for adobe flash-based prayer procedures/Tara (Tata Cara Shalat). Interactive media can develop prayer skills that are taught in the habituation process since the first grade of Madrasah Ibtidaiyah (MI).  This research used development research (RD) methods.  The development process in this study reached the stage of the formative evaluation process consisting of three steps, namely individual prototype material trials, small group trials, and field tryouts.  This field trial involved subjects in a larger class, involving 15-30 (a whole class of learners) or larger groups, namely the available classes.  The results of this field trial were used to make a product, material, or final design revisions. Interactive learning media can solve the problem of prayer skills regarding recitation and movement of prayer.  Thus, interactive learning media made it easier for students to understand the procedures for prayer quickly; besides, the learning process will be more enjoyable

A Systematic Evaluation of a Soccer Club's College Advisory Program

2015 ◽  
pp. 211-243
Author(s):  
Seung Youn (Yonnie) Chyung ◽  
Stacey E. Olachea ◽  
Colleen Olson ◽  
Ben Davis
Keyword(s):  
Formative Evaluation ◽  
Opportunity To Learn ◽  
Evaluation Process ◽  
Systematic Evaluation ◽  
Multiple Sources ◽  
Advisory Program ◽  
Evaluation Team ◽  
Five Dimensions ◽  
External Evaluators

The College Advisory Program offered by Total Vision Soccer Club aims at providing young players with the opportunity to learn how to navigate the collegiate recruiting process, market themselves to college coaches, and increase their exposure to potential colleges and universities. A team of external evaluators (authors of this chapter) conducted a formative evaluation to determine what the program needs to do to reach its goal. By following a systemic evaluation process, the evaluation team investigated five dimensions of the program and collected data by reviewing various program materials and conducting surveys and interviews with players and their parents, upstream stakeholders, and downstream impactees. By triangulating the multiple sources of data, the team drew a conclusion that most program dimensions were rated as mediocre although the program had several strengths. The team provided evidence-based recommendations for improving the quality of the program.

How to Make Your Work Really Influence Future Healthcare

2017 ◽  
pp. 271-296 ◽  
Author(s):  
Aleš Bourek
Keyword(s):  
Health Care ◽  
Policy Implementation ◽  
Health Systems ◽  
Healthcare Systems ◽  
Ordinary People ◽  
Future Health ◽  
Policy Makers ◽  
Healthcare Environments ◽  
Personalized Health ◽  
Personalized Health Care

Future health systems, besides traditional areas defined and addressed since 1980, face the advent of Proactive, Predictive, Prospective, Preventive, Participative and Personalized health care (HC). Reliable e-health platforms can help us with these challenges. They should be designed and implemented in a way to help ordinary people achieve extraordinary results. Even the best projects addressing HC systems improvement are not automatically qualified for implementation unless adopted by policy makers. The introduction of strategies with a potential for healthcare systems improvement to policy makers is necessary but difficult because of the complexity of the addressed issue. Illustrated on four projects, selected from the 25 the author participated in, from 1993 to 2016, principles, processes and attitudes found beneficial for successful policy implementation in various healthcare environments, are presented, to help with the integration of reliable electronic healthcare platforms into coming healthcare systems.

Evaluating Computer-Supported Learning Initiatives

2011 ◽  
pp. 3028-3034
Author(s):  
John B. Nash ◽  
Christoph Richter ◽  
Heidrun Allert
Keyword(s):  
Learning Environments ◽  
Formative Evaluation ◽  
Development Stage ◽  
Project Teams ◽  
Crucial Importance ◽  
Theoretical Frameworks ◽  
Project Staff ◽  
Policy Makers ◽  
Effective Part ◽  
Evaluation Approaches

The call for the integration of program evaluation into the development of computer-supported learning environments is ever increasing. Pushed not only by demands from policy makers and grant givers for more accountability within lean times, this trend is due also to the fact that outcomes of computer-supported learning environment projects often fall short of the expectations held by the project teams. The discrepancy between the targets set by the project staff and the outcomes achieved suggests there is a need for formative evaluation approaches (versus summative approaches) that facilitate the elicitation of information that can be used to improve a program while it is in its development stage (c.p., Worthen, Sanders & Fitzpatrick, 1997). While the call for formative evaluation as an integral part of projects that aim to develop complex socio-technical systems is widely accepted, we note a lack of theoretical frameworks that reflect the particularities of these kind of systems and the ways they evolve (c.p., Keil-Slawik, 1999). This is of crucial importance, as formative evaluation will only be an accepted and effective part of a project if it provides information useful for the project staff. Below we outline the obstacles evaluation faces with regard to projects that design computer-supported learning environments, and discuss two promising approaches that can be used in complimentary fashion.

Evaluating Computer-Supported Learning Initiatives

2005 ◽  
pp. 1125-1129
Author(s):  
John B. Nash ◽  
Cristoph Richter ◽  
Heidrun Allert
Keyword(s):  
Learning Environments ◽  
Formative Evaluation ◽  
Development Stage ◽  
Project Teams ◽  
Crucial Importance ◽  
Theoretical Frameworks ◽  
Project Staff ◽  
Policy Makers ◽  
Effective Part ◽  
Evaluation Approaches

The call for the integration of program evaluation into the development of computer-supported learning environments is ever increasing. Pushed not only by demands from policy makers and grant givers for more accountability within lean times, this trend is due also to the fact that outcomes of computer-supported learning environment projects often fall short of the expectations held by the project teams. The discrepancy between the targets set by the project staff and the outcomes achieved suggests there is a need for formative evaluation approaches (versus summative approaches) that facilitate the elicitation of information that can be used to improve a program while it is in its development stage (c.p., Worthen, Sanders & Fitzpatrick, 1997). While the call for formative evaluation as an integral part of projects that aim to develop complex socio-technical systems is widely accepted, we note a lack of theoretical frameworks that reflect the particularities of these kind of systems and the ways they evolve (c.p., Keil-Slawik, 1999). This is of crucial importance, as formative evaluation will only be an accepted and effective part of a project if it provides information useful for the project staff. Below we outline the obstacles evaluation faces with regard to projects that design computer-supported learning environments, and discuss two promising approaches that can be used in complimentary fashion.

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