The literature contains several models that link types of evaluation use with organizational factors. However, until now, none of them have been thoroughly verified. This study aims to empirically verify the hypotheses proposed by Steven Højlund, who suggests that the type of evaluation use in organizations is determined by the adoption mode of…

This paper introduces a model for collaborative working to facilitate knowledge mobilisation in public health. The model has been developed by university researchers who worked collaboratively with public health commissioners and strategic partners to evaluate a portfolio of short-term funded interventions to inform re-commissioning. Within this…

Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction…

This paper describes and examines the nature and evolution of school accountability in the Singapore Education System. In particular, the different facets of school accountability are examined through a theoretical framework comprising four relatively distinct concepts of accountability as performance reporting; as a technical process; as a…

With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify…

Growing interest in the institutionalization of evaluation in the public administration raises the question as to which institutional arrangement offers optimal conditions for the utilization of evaluations. "Institutional arrangement" denotes the formal organization of processes and competencies, together with procedural rules, that are…

The authors aimed to incorporate learning into the cognitive assessment framework that exists for static assessment data. In order to accomplish this, they derive a common likelihood function for dynamic models and introduce Parameter Driven Process for Change + Cognitive Diagnosis Model (PDPC + CDM), a dynamic model which tracks learning…

The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

Environmental interpretation is a key tool for integrated management of tourism, with potential for greater use in managing visitor numbers, behavior and impacts, and enhancing experience. Evaluation is necessary to determine whether interpretation is achieving its goals. It is vital for park managers to know if their management is effective in…

A second-order factor analytic model of conceptual, instrumental, and symbolic use of evaluation information was developed and tested with 308 British Columbia school teachers. Results confirm a three-factor structure of conceptual, instrumental, and symbolic use. (SLD)

Accreditation in British Columbia's schools has evolved into a complex process. Using an expanded model of accountability, this article analyzes the British Columbia accreditation process, focusing primarily on the difficulty of serving both system and local audiences and the nature of the accreditation manual. (SLD)

This book contains a series of papers presented at an Israel-American seminar on Educational Evaluation. Sol Kugelmass describes strategies employed to increase the utilization of evaluation results in the process of formulating educational policy. Nachum Blass illustrates the relationship between evaluation and policymaking by discussing an…

Developed a needs-assessment model and validated the model with five groups of stakeholders connected with an undergraduate university nursing program in Canada. Used focus groups, questionnaires, a hermeneutic approach, and the magnitude-estimation scaling model to validate the model. Results show that respondents must define need to clarify the…

A model for evaluation of complex educational settings is proposed. The model covers measurement, judgment, and decision making and the related criteria of reliability, validity, and utility. A second proposed model depicts the provincial educational setting. The development of a provincial item bank illustrates the application of the models. (TJH)

This paper examines possible explanations for the fact that evaluation results are rarely used. Most explanatory factors for use of results in decision making mentioned in the literature have been clustered in three categories of variables. They concern: (1) the making of decisions about the practical problem; (2) the way in which evaluation is…