By Colin Robson
How can assessment be used so much successfully, and what are the strengths and weaknesses of a few of the tools? Colin Robson presents advice in a transparent and uncluttered approach. the problem of collaboration is tested step by step; stakeholder versions are in comparison with suggestions reminiscent of participatory review and practitioner-centred motion study; moral and political issues are positioned in context; and the simplest methods of speaking findings are mentioned. every one bankruptcy is illustrated with useful workouts to teach the sensible software of the problems lined, making this a useful advent for somebody new to evaluate.
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Additional resources for Small-Scale Evaluation: Principles and Practice
Development of new perspective. An evaluation perspective is added to one’s professional tool-box, perhaps fostering the growth of a more ‘reflective’ professional (Schon, 1983; 1987). • Sense of accomplishment. An evaluation is typically a finite and relatively short-term activity and its successful completion leads to a sense of achievement. • Sharpening of critical eye. Participating in an evaluation can open the eyes of practitioners who have perhaps been coasting for a period after getting on top of the job without querying their current practice.
1 Program evaluation standards. Source: From Joint Committee on Standards (1994). Consent It is a general ethical principle that you do not seek to evaluate, or have take part in an evaluation, anyone who either does not know they are involved or does not wish to take part. This is usually referred to as the principle of voluntary informed consent. There is much to be said for using a formal consent form although this does depend on circumstances. I 30 SMALL-SCALE EVALUATION have the suspicion that sometimes the form is used more for the protection of evaluators and their organizations (not a negligible consideration of course) than to safeguard the interests of clients or participants.
Typically a small number of practitioners take responsibility for the dayto-day operation of the evaluation. Cousins and Earl (1995) provide a useful set of papers on participatory evaluation in an educational context, including both case studies and analyses of the model (see especially Huberman, 1995). As King (1995) notes, there have been several traditions of participatory research. John Dewey and his colleagues at the turn of the century involved both teachers and students in classroom inquiry.