scholarly journals Evaluation framework for urban development programs: the case of Morocco

2021 ◽  
Vol 3 (4) ◽  
pp. 383-392
Author(s):  
SAIDA Hajjaji ◽  
Mounir Zouiten
Keyword(s):  
Program Evaluation ◽  
Urban Development ◽  
Evaluation Studies ◽  
Evaluation Process ◽  
Public Affairs ◽  
Evaluation Framework ◽  
Development Programs ◽  
Evaluation Practice ◽  
Institutional Landscape ◽  
Global Initiative

The evaluation of urban development programs is now a prerequisite for any initiative to improve their effectiveness. The United Nations has designated 2015 as the International Year of Evaluation (EvalYear). This global initiative aims to support the development of an enabling environment for evaluation at international, national, and local levels (UN, 2015). In Morocco, the situation is still characterized by a weak anchoring of the evaluation function in the political-institutional landscape, except for a few sectoral mechanisms for collecting information and drawing up diagnoses. However, there is a real awareness of this, as the new Constitution of 2011 addresses this deficit and highlights the importance of evaluation in the management of public affairs. In this context, the Moroccan Ministry of Housing has initiated several evaluation studies on specific programs. Accordingly, we will analyze three evaluation studies of urban development projects. The objective of our work is to verify to what extent the modeling of the program evaluation process, developed by Hurteau and Houle (2006), was applied to the evaluation reports analyzed and to issue a well-founded judgment. To do this, we translated the steps of modeling the evaluation process into indicators to create an analysis grid. However, our study may have a limitation in that while the reports analyzed have the advantage of being almost uniform in terms of content, this choice is biased because it does not provide an exhaustive representation of evaluation practice. Finally, the results of our study show that the practice of modeling the evaluation process is not uniform and that it would be important to develop and frame the practice of program evaluation.

Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture

2019 ◽  
Vol 42 (4) ◽  
pp. 196-204
Author(s):  
Janice I. Robbins
Keyword(s):  
Program Evaluation ◽  
Gifted Education ◽  
Evaluation Studies ◽  
Gifted Students ◽  
Evaluation Process ◽  
Gifted Program ◽  
Program Evaluations ◽  
Stakeholder Groups ◽  
Educational Role

This article presents a view of barriers to effective gifted program evaluation resulting from ineffective tools for measuring growth in gifted students and the human barriers confounding the evaluation process. The role of advocacy in the design, implementation, and utilization of evaluation studies is examined. Long held beliefs and biases related to gifted education are recognized as influencing program evaluations. The recognition of the strengths and challenges inherent in the educational role of specific stakeholder groups is presented. Suggestions for developing an emerging cadre of advocates for gifted education are detailed.

scholarly journals Evaluation of Aboriginal Programs: What Place is Given to Participation and Cultural Sensitivity?

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Steve Jacob ◽  
Geoffroy Desautels
Keyword(s):  
Program Evaluation ◽  
Cultural Sensitivity ◽  
Aboriginal People ◽  
Evaluation Process ◽  
Aboriginal Peoples ◽  
Royal Commission ◽  
Systematic Analysis ◽  
Evaluation Practice ◽  
Aboriginal Populations ◽  
Positive Evolution

Aboriginal populations in Northern Canada have, for many years, been confronted with socio-economic problems affecting their development. In the early 1990s, the Royal Commission on Aboriginal Peoples (1996) report concluded that it was important to integrate Aboriginal people into the management of public policies that concern them and to encourage their autonomy. In order to produce a quality evaluation that is useful in particular cultural contexts, measures have been developed to assure that the evaluation highly regards cultural sensitivity while integrating local participants in the evaluation process. This study, based on the systematic analysis of a non-probability sample of 27 program evaluation reports, presents an inventory of evaluation practice in Aboriginal contexts and estimates in what measure a culturally sensitive and participatory approach was applied. It was apparent that cultural sensitivity is gradually being integrated into Aboriginal program evaluation and that certain indicators show that there has been a positive evolution in this direction. Finally, the study shows an occasional recourse to participatory approaches, but this is not a strong tendency as systematically technocratic approaches are more broadly employed.

‘A Balancing Act’: Resolving Multiple Stakeholder Interests in Program Evaluation

2005 ◽  
Vol 4 (1-2) ◽  
pp. 13-21 ◽  
Author(s):  
Anne Markiewicz
Keyword(s):  
Program Evaluation ◽  
Reference Group ◽  
Evaluation Process ◽  
Multiple Stakeholders ◽  
Consciousness Raising ◽  
Planning Stage ◽  
Evaluation Practice ◽  
Essential Component ◽  
Stakeholder Interests ◽  
Multiple Stakeholder

Attempting to balance multiple stakeholder interests in program evaluation presents many challenges. The views of different stakeholders as part of a reference group, or multiple stakeholder voices within a sector, are often diverse and reflect different political and organisational interests. In order to ensure that the evaluation product is widely accepted, and thereby utilised, these differences need to be recognised, and mediated. To work effectively with multiple stakeholders in this manner, the evaluator requires well developed negotiation skills. This paper argues that negotiation is an essential component to the planning stage of an evaluation, and that strategic steps need to be taken early in the evaluation process to ensure consensus is developed in stakeholder expectations regarding methodology and outcomes from the evaluation. This article will put forward a number of negotiation principles for evaluation practice which view the evaluator as enabling stakeholders to appreciate all positions, including that of the evaluator, with consensus emerging from increased understanding and consciousness raising.

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

Context and Culture in Evaluation: A Case Study of Evaluation Anthropology

2017 ◽  
Vol 17 (1) ◽  
pp. 30-38
Author(s):  
Elise Howard
Keyword(s):  
School Readiness ◽  
Cultural Difference ◽  
English Language ◽  
Evaluation Framework ◽  
Cultural Bias ◽  
Culturally Appropriate ◽  
Evaluation Practice ◽  
Cultural Aspects ◽  
Poverty And Inequality

Designing programs to address poverty and inequality for Australian Aboriginal communities over recent decades has proved problematic. There is a need for greater consideration of different cultural perspectives. A culturally appropriate evaluation framework can provide a range of strategies to embrace cultural difference. Evaluation anthropology, one of many culturally appropriate approaches, emphasises understanding of socio-cultural environments and contexts, and reflective practice to draw attention to cultural bias. This paper will define evaluation anthropology and then reflect on its usefulness in establishing an evaluation framework for a preliteracy program located in a remote Aboriginal community in Australia. The aims of the program are to improve school readiness through developing preliteracy (English language) skills in children aged 0-3 years. Developing an evaluation framework for the program required an approach that accounted for the socio-cultural aspects of literacy development. The lessons from this case study demonstrate the need for place-specific theory to inform program design and evaluation practice.

scholarly journals Understanding Implementation of a Digital Self-Monitoring Intervention for Relapse Prevention in Psychosis: Protocol for a Mixed Method Process Evaluation

10.2196/15634 ◽  
2019 ◽  
Vol 8 (12) ◽  
pp. e15634 ◽  
Author(s):  
Stephanie Allan ◽  
Hamish Mcleod ◽  
Simon Bradstreet ◽  
Sara Beedie ◽  
Bethany Moir ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Process Evaluation ◽  
Relapse Prevention ◽  
Evaluation Studies ◽  
Well Being ◽  
Mobile App ◽  
Warning Signs ◽  
Evaluation Framework ◽  
Health Staff ◽  
Negative Consequences

Background Relapse is common in people who experience psychosis and is associated with many negative consequences, both societal and personal. People who relapse often exhibit changes (early warning signs [EWS]) in the period before relapse. Successful identification of EWS offers an opportunity for relapse prevention. However, several known barriers impede the use of EWS monitoring approaches. Early signs Monitoring to Prevent relapse in psychosis and prOmote Well-being, Engagement, and Recovery (EMPOWER) is a complex digital intervention that uses a mobile app to enhance the detection and management of self-reported changes in well-being. This is currently being tested in a pilot cluster randomized controlled trial. As digital interventions have not been widely used in relapse prevention, little is known about their implementation. Process evaluation studies run in parallel to clinical trials can provide valuable data on intervention feasibility. Objective This study aims to transparently describe the protocol for the process evaluation element of the EMPOWER trial. We will focus on the development of a process evaluation framework sensitive to the worldview of service users, mental health staff, and carers; the aims of the process evaluation itself; the proposed studies to address these aims; and a plan for integration of results from separate process evaluation studies into one overall report. Methods The overall process evaluation will utilize mixed methods across 6 substudies. Among them, 4 will use qualitative methodologies, 1 will use a mixed methods approach, and 1 will use quantitative methodologies. Results The results of all studies will be triangulated into an overall analysis and interpretation of key implementation lessons. EMPOWER was funded in 2016, recruitment finished in January 2018. Data analysis is currently under way and the first results are expected to be submitted for publication in December 2019. Conclusions The findings from this study will help identify implementation facilitators and barriers to EMPOWER. These insights will inform both upscaling decisions and optimization of a definitive trial. Trial Registration ISRCTN Registry ISRCTN99559262; http://www.isrctn.com/ISRCTN99559262 International Registered Report Identifier (IRRID) DERR1-10.2196/15634

scholarly journals Learning from Digital Library Evaluations: The Europeana Case

ABI-Technik ◽  
2018 ◽  
Vol 38 (1) ◽  
pp. 37-45 ◽  
Author(s):  
Juliane Stiller ◽  
Vivien Petras
Keyword(s):  
Digital Library ◽  
Evaluation Studies ◽  
Evaluation Framework ◽  
Library Evaluation

AbstractIn this paper we analyse evaluation studies of the Europeana digital library from its launch in 2009 until today. Using Saracevic’s digital library evaluation framework, the studies are categorised by their constructs, contexts, criteria, and methodologies. Concentrating on studies that evaluate Europeana services or single components, we show gaps in the evaluation of certain Europeana aspects. Finally, we derive strategies for building an evaluation archive that serves as memory and supports comparisons.

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.

Evaluation of (power) side-channels in cryptographic implementations

2019 ◽  
Vol 61 (1) ◽  
pp. 15-28
Author(s):  
Florian Bache ◽  
Christina Plump ◽  
Jonas Wloka ◽  
Tim Güneysu ◽  
Rolf Drechsler
Keyword(s):  
Evaluation System ◽  
Evaluation Process ◽  
Physical Reality ◽  
Evaluation Framework ◽  
Side Channel ◽  
Side Channel Attacks ◽  
Side Channels ◽  
Efficient Data ◽  
Attack Surface ◽  
The Internet Of Things

Abstract Side-channel attacks enable powerful adversarial strategies against cryptographic devices and encounter an ever-growing attack surface in today’s world of digitalization and the internet of things. While the employment of provably secure side-channel countermeasures like masking have become increasingly popular in recent years, great care must be taken when implementing these in actual devices. The reasons for this are two-fold: The models on which these countermeasures rely do not fully capture the physical reality and compliance with the requirements of the countermeasures is non-trivial in complex implementations. Therefore, it is imperative to validate the SCA-security of concrete instantiations of cryptographic devices using measurements on the actual device. In this article we propose a side-channel evaluation framework that combines an efficient data acquisition process with state-of-the-art confidence interval based leakage assessment. Our approach allows a sound assessment of the potential susceptibility of cryptographic implementations to side-channel attacks and is robust against noise in the evaluation system. We illustrate the steps in the evaluation process by applying them to a protected implementation of AES.

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