New Directions for Evaluation

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Evaluation Models
New Directions for Evaluation - Tập 2001 Số 89 - Trang 7-98 - 2001
Daniel L. Stufflebeam
AbstractIn entering a new millennium, it is a good time for evaluators to critically appraise their program evaluation approaches and decide which ones are most worthy of continued application and further development. It is equally important to decide which approaches are best abandoned. In this spirit, this monograph identifies and assesses twenty‐two approaches often employed to evaluate program... hiện toàn bộ
Counterfactual thinking and impact evaluation in environmental policy
New Directions for Evaluation - Tập 2009 Số 122 - Trang 75-84 - 2009
Paul J. Ferraro
AbstractImpact evaluations assess the degree to which changes in outcomes can be attributed to an intervention rather than to other factors. Such attribution requires knowing what outcomes would have looked like in the absence of the intervention. This counterfactual world can be inferred only indirectly through evaluation designs that control for confounding factors. Some have argued that environ... hiện toàn bộ
Overview and rationale for the Systematic Screening and Assessment Method
New Directions for Evaluation - Tập 2010 Số 125 - Trang 7-31 - 2010
Laura C. Leviton, Marjorie A. Gutman
AbstractThis chapter gives the rationale and conceptual defense for the Systematic Screening and Assessment (SSA) Method, a way to identify the most promising innovations in preparation for rigorous evaluation. The SSA Method starts by identifying the innovations that real‐world practitioners have developed and then systematically assesses which innovations will offer the greatest payoff from furt... hiện toàn bộ
An educative, values‐engaged approach to evaluating STEM educational programs
New Directions for Evaluation - Tập 2006 Số 109 - Trang 53-71 - 2006
Jennifer C. Greene, Lizanne DeStefano, Holli Burgon, Jori N. Hall
AbstractThe major principles and commitments of an educative, values‐engaged approach to STEM educational program evaluation are presented, justified, and illustrated. How this approach addresses key issues in STEM education and advances the field is also discussed.
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