L'évaluation des Ressources Alternatives: À La Recherche De Modèles Alternatifs En Évaluation

1985 ◽  
Vol 4 (2) ◽  
pp. 57-71
Author(s):  
Céline Mercier
Keyword(s):  
Mentally Ill ◽  
Financial Support ◽  
Formative Evaluation ◽  
Social Research ◽  
Evaluation Research ◽  
Service Delivery System ◽  
Service Network ◽  
Systemic Model ◽  
Evaluation Approaches ◽  
General Service

Following the current literature, alternative resources for the mentally ill have already demonstrated their efficiency. However, the question remains of their role and specificity within the general service network in the field of mental health, especially when looking at their development and financial support. Social research, especially evaluation research, can contribute an answer to these questions concerning the organization of the service delivery system. This paper focuses on various evaluation approaches (systemic model, course of implementation and formative evaluation) of alternative resources and expectancies towards research.

Information Systems Evaluation

2013 ◽  
pp. 333-354 ◽  
Author(s):  
Si Chen ◽  
Nor Mardziah Osman ◽  
Guo Chao Alex Peng
Keyword(s):  
Information Systems ◽  
Formative Evaluation ◽  
Current System ◽  
Evaluation Research ◽  
Evaluation Methodologies ◽  
Is Implementation ◽  
Is Research ◽  
Is Evaluation ◽  
Evaluation Approaches ◽  
Goals And Objectives

Due to the prevalent use of Information Systems (IS) in modern organisations, evaluation research in this field is becoming more and more important. In light of this, a set of rigorous methodologies were developed and used by IS researchers and practitioners to evaluate the increasingly complex IS implementation used. Moreover, different types of IS and different focusing perspectives of the evaluation require the selection and use of different evaluation approaches and methodologies. This chapter aims to identify, explore, investigate, and discuss the various key methodologies that can be used in IS evaluation from different perspectives, namely in nature (e.g. summative vs. formative evaluation) and in strategy (e.g. goal-based, goal-free, and criteria-based evaluation). Six case studies are also presented and discussed in this chapter to illustrate how the different IS evaluation methodologies can be applied in practices. The chapter concludes that evaluation methodologies should be selected depending on the nature of the IS and the specific goals and objectives of the evaluation. Nonetheless, it is also proposed that formative criteria-based evaluation and summative criteria-based evaluation are currently among the more widely used in IS research. The authors suggest that the combined used of one or more of these approaches can be applied at different stages of the IS life cycle in order to generate more rigorous and reliable evaluation outcomes. Moreover, results and outcomes of IS evaluation research will not just be useful in practically guiding actions to improve the current system, but can also be used to generate new knowledge and theory to be adopted by future IS research.

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.

Improving Evaluations in Computer-Supported Learning Projects

2011 ◽  
pp. 1142-1147
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 ◽  
Effective Part ◽  
Evaluation Approaches ◽  
Learning Projects

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 groups and grant makers who desire greater accountability in lean times, this trend is due also because 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 (vs. summative approaches) that derive information that can be used to improve a program while it is in its development stage (see Worthen, Sanders, & Fitzpatrick, 1997). And in spite of the known benefits of integrating evaluation into the project development process, we note a lack of theoretical frameworks that reflect the peculiarities of computer-supported learning projects and the ways they evolve (see 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. The purpose of this chapter is to outline the obstacles to integrating evaluation in computer-supported learning projects and then discuss two promising approaches that can be used to address these challenges.

Working Both-Ways: Using Participatory and Standardised Methodologies with Indigenous Australians in a Study of Remote Community Safety and Wellbeing

2016 ◽  
Vol 16 (4) ◽  
pp. 30-40 ◽  
Author(s):  
Sue Sutton ◽  
Nathalie Baxter ◽  
Kim Grey ◽  
Judy Putt
Keyword(s):  
Data Collection ◽  
Study Design ◽  
Social Research ◽  
Evaluation Research ◽  
Lessons Learned ◽  
Community Safety ◽  
Systematic Research ◽  
Indigenous Australians ◽  
Remote Communities ◽  
The People

This paper offers reflections on our experience and learning arising from implementing a study design that used evaluation research to pursue multiple benefits. The Community Safety and Wellbeing Study adopted a mixed methods approach, referred to as a ‘both-ways’ (or two-ways) research model, that addressed decision maker's needs and heard the people's voice. The study design was inspired by a both-ways learning model and attempted to address both needs together. The aim of the study was to involve local people in communities and encourage them to share their views about changes in community safety. Through systematic research it provided a voice for Indigenous Australians affected by the Northern Territory Emergency Response (NTER), often called ‘the intervention’. Regardless of views about the intervention, this paper aims to share the lessons learned from conducting this study. The mixed method approach involved a community based standardised survey and qualitative data collection techniques. The study was undertaken in a representative sample of 17 NTER communities with over 1300 local residents, around five percent of the relevant population. Over 60 Indigenous people were employed in conducting the study; the majority lived in or had strong ties with remote communities in the study and around 10 had significant experience with social research projects. The research had many objectives in addition to providing evidence on outcomes on a multi-faceted and sometimes controversial government policy. Ethically the research had to have benefit for the people and communities involved. In addition, the community had to be able to see there were benefits from the research for them, not just for government. This paper documents how these objectives were achieved in relation to the methodology, content, data collection and reporting aspects of the research, and discusses what worked and what could be done differently in the future.

Integrating the Pastoral Dimension into Pastoral Counselor Training Programs

1993 ◽  
Vol 47 (1) ◽  
pp. 56-64
Author(s):  
Marv Gardner
Keyword(s):  
Counselor Training ◽  
Formative Evaluation ◽  
American Association ◽  
Training Programs ◽  
Evaluation Research ◽  
Pastoral Counselor ◽  
Pastoral Counselors ◽  
Counselor Attitudes ◽  
Training Content ◽  
And Training

Reports on formative evaluation research designed to answer the following questions: “What is the pastoral dimension of pastoral counselor training?,” “What methods are in use to integrate the pastoral dimension into counselor training programs?,” and “What are the satisfaction levels of program participants with regard to this integration process?” Summarizes data gathered from 609 participants representing 26 training programs approved by the American Association of Pastoral Counselors. Analyzes and interprets the data on counselor attitudes, identity values, training content and training processes. Discusses the implications of the findings for training programs.

scholarly journals Evaluasi Pelaksanaan Program Character Building Training di Universitas Islam Negeri Alauddin Makassar

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Sitti Mania ◽  
Hasaruddin Hasaruddin
Keyword(s):  
Qualitative Research ◽  
Training Program ◽  
Program Implementation ◽  
Formative Evaluation ◽  
Evaluation Research ◽  
Phase 2 ◽  
Objective Condition ◽  
Analysis Technique ◽  
Evaluation Phase ◽  
Character Building

This research is aimed to: 1) find out the objective condition of supporting elements of Character Building Training Program in State Islamic University of Alauddin Makassar at the antecedent phase, 2) look over the efectivity of the program implementation at the transaction phase, and 3) identify the character of students as the outcome of CBT Program. This formative evaluation research applies qualitative research particulary countenance stake. The data are collected by observation, questionnaire, interview, and documentation. The data are analyzed by domain analysis technique, tacsonomy, and componential technique, based on evaluation phase and applied together with data collecting. This research points out that antecedents phase is on the high category and transaction and outcomes phase are on moderat category.

scholarly journals EVALUATION OF BASIC SCHOOL PROGRAM IN PASER REGENCY EAST KALIMANTAN

2019 ◽  
Vol 4 (1) ◽  
pp. 30-36
Author(s):  
Sri Nawati
Keyword(s):  
Elementary School ◽  
Formative Evaluation ◽  
Descriptive Analysis ◽  
Evaluation Research ◽  
Study Data ◽  
School Program ◽  
East Kalimantan ◽  
Qualitative Descriptive ◽  
Functional Position ◽  
Selection Of

This study aims to determine the success of the program through the correct mechanism for the preparation of supervision programs, supervision and supervisory reports conducted by elementary school supervisors in Paser Regency East Kalimantan. This is an evaluation research using Formative-Summative Model By Scriven, the subjects in this study are school supervisors, supervisor coordinators, teachers, and principals. Selection of informants in this study was conducted by purposive sampling of teachers and principals while supervisors became the main object in the study. Data analysis was done by qualitative descriptive analysis. The conclusion of the elementary school supervisory program in Paser Regency East Kalimantan is specifically through formative evaluation there has been deviation on the preparation, implementation, and reporting of the program results so that the result of summative evaluation shows the failure of the supervisor in conducting the supervision. In general, it can be concluded: 1) Elementary School Supervisor in Paser Regency has performed its duty in accordance with the regulation of the functional position of supervisor that is at least 10 schools. 2) Obstacles in the implementation of supervision of the supervisor have not been able to develop the program well. 3) Overall results of the implementation of the supervisory program cannot be used to formulate the success of education in Paser Regency East Kalimantan.        

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