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Measurement and Evaluation in Counseling and Development is abstracted and indexed in, among other databases: SCOPUS, and the Social Sciences Citation Index. According to the Journal Citation Reports, its 2018 impact factor is 1.089, ranking it 62 out of 82 journals in the category ‘Psychology, Applied’.
Free Resources for Program Evaluation and Social Research Methods This is a gateway to resources on program evaluation, how to, online guides, manuals, books on methods of evaluation and free software related to evaluation. Innovation Network A nonprofit organization working to share planning and evaluation tools and know-how. The organization ...
Ernest R. House is an American academic specializing in program evaluation and education policy. [1] He has been a Professor Emeritus of Education at the University of Colorado Boulder since 2002. House was a faculty member at the University of Colorado Boulder from 1985 to 2001.
Theory-driven evaluation (also theory-based evaluation) is an umbrella term for any approach to program evaluation that develops a theory of change and uses it to design, implement, analyze, and interpret findings from an evaluation. [1] [2] [3] More specifically, an evaluation is theory-driven if it: [4]
Educational assessment or educational evaluation [1] is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. [2]
Empowerment evaluation was introduced in 1993 by David Fetterman during his presidential address at the American Evaluation Association’s (AEA) annual meeting. [1]The approach was initially well received by some researchers who commented on the complementary relationship between EE and community psychology, social work, community development and adult education.
Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning ...
This approach enables to evaluate the educational and other programs by comparing the program activity, the program uniqueness, and the social diversity of the people. The most important feature in the responsive evaluation is the responsiveness to main issues and problems, in particular those cases where people recognize at the site. [2]