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Journal articles on the topic 'Evaluation theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Guyadeen, Dave, and Mark Seasons. "Evaluation Theory and Practice: Comparing Program Evaluation and Evaluation in Planning." Journal of Planning Education and Research 38, no. 1 (November 3, 2016): 98–110. http://dx.doi.org/10.1177/0739456x16675930.

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This article reviews the major approaches of program evaluation and evaluation in planning. The challenges to evaluating plans and planning are discussed, including the reliance on ex ante evaluations, a lack of outcome evaluation methodologies, the attribution gap, and institutional hurdles. Areas requiring further research are also highlighted, including the need to develop appropriate evaluation methodologies; creating stronger linkages between program evaluation and evaluation in planning; examining the institutional and political contexts guiding the use (and misuse) of evaluation in practice; and the importance of training and educating planners on evaluation.

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2

Yurak, Vera Vasilievna. "Genesis of evaluation theory, connection with value theory." KANT 41, no. 4 (December 15, 2021): 6–14. http://dx.doi.org/10.24923/2222-243x.2021-41.1.

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In the development of evaluation theory, there is a trend of gradual complication through the emergence of new evaluation paradigms, approaches and methods, which proves the constant development of the evaluation theory and its relevance. However, evaluation theory is still full of many unresolved problems. These problems are basically related to the lack of a well-built theoretical framework for evaluation, based on fundamental research on the genesis and evolution of the evaluation theory coupled with the value theory. The purpose of the study is to study the genesis of the evaluation theory in conjunction with the development of the value theory, and the structure of assessment. As a result, It has revealed that the evaluation has a social nature and arose with the emergence of man on Earth; The embryonic genesis, as a theory, was in Antiquity, but the academic evaluation theory was formed only in the 30s of the XX century in economic research. Since the 20th century, there has been a trend of shifting priorities from the value theory to the procedure for evaluating the value, contributing to the emergence of a separate profession of an appraiser. The problem of subjectivization of both the evaluating process and the results of it has been established. The basic structure of the evaluation has been determined. Paper reveals the fact of the complication of the evaluation structure by identifying one more subject of evaluation. The conflict-nature of the evaluation is identified.

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3

Deng, Pu Jun, Jian Dong Lu, and Wei Fang. "Research on Applying Fuzzy Theory into Printer Quality Evaluation." Applied Mechanics and Materials 469 (November 2013): 362–67. http://dx.doi.org/10.4028/www.scientific.net/amm.469.362.

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From printing technology’s perspective, printing quality is determined by the comprehensive effects of all the printing product appearance features. The factors which dominate to comprehensive effects of all the printing product appearance features include definition of image, tone rendering, color rendering, uneven, and gloss, etc. In the print quality evaluation, this factor is affected by many other factors. Therefore, printing quality evaluations are indeterminate. Most of printing quality evaluations belongs to fuzzy theory, which brings a lot of troubles to the printing quality evaluation. The paper mainly research that the synthesis decision-making method in fuzzy mathematics theory is used to tone reproduction of printing quality, and analyze the feasibility of applying Fuzzy Synthetic Evaluation Model in printing quality evaluation. The synthesis decision-making method is used to determine the tone indicator system of printing, establish Fuzzy Evaluation Mode, and analyze the influencing factors. Through the evaluation of numerous experts, the weight will be offered for the specified factors. On the basis of weights, printing quality can be evaluated by determining the membership function of all the factors and calculating the score through fuzzy algorithm. The paper studies have shown that the synthesis decision-making method in fuzzy mathematics theory can be used to solve the printer quality evaluation problem and is valid for evaluating the results in actual application.

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4

Evangelidis, Ioannis, and Stijn M. J. van Osselaer. "Interattribute evaluation theory." Journal of Experimental Psychology: General 148, no. 10 (October 2019): 1733–46. http://dx.doi.org/10.1037/xge0000552.

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5

Fitz-Gibbon, Carol Taylor, and Lynn Lyons Morris. "Theory-based evaluation." Evaluation Practice 17, no. 2 (March 1996): 177–84. http://dx.doi.org/10.1016/s0886-1633(96)90024-0.

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6

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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7

Hansen, Morten Balle, and Evert Vedung. "Theory-Based Stakeholder Evaluation." American Journal of Evaluation 31, no. 3 (September 2010): 295–313. http://dx.doi.org/10.1177/1098214010366174.

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8

Leviton, Laura C. "Evaluation Practice and Theory." American Journal of Evaluation 36, no. 2 (February 24, 2015): 238–42. http://dx.doi.org/10.1177/1098214015573070.

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9

Molas-Gallart, Jordi, and Andrew Davies. "Toward Theory-Led Evaluation." American Journal of Evaluation 27, no. 1 (March 2006): 64–82. http://dx.doi.org/10.1177/1098214005281701.

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10

McBride, Mark. "Evaluation and Legal Theory." Modern Law Review 66, no. 4 (July 2003): 661–64. http://dx.doi.org/10.1111/1468-2230.66040094.

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11

Copeland-Carson, Jacqueline. "“Theory-Building” Evaluation Anthropology." NAPA Bulletin 24, no. 1 (January 8, 2008): 7–16. http://dx.doi.org/10.1525/napa.2005.24.1.007.

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12

Greene, Jennifer C. "Logic and evaluation theory." Evaluation and Program Planning 38 (June 2013): 71–73. http://dx.doi.org/10.1016/j.evalprogplan.2012.03.017.

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13

Ballart, Xavier. "Spanish Evaluation Practice Versus Program Evaluation Theory." Evaluation 4, no. 2 (April 1998): 149–70. http://dx.doi.org/10.1177/13563899822208509.

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14

Brousselle, Astrid, and Jean-Marie Buregeya. "Theory-based evaluations: Framing the existence of a new theory in evaluation and the rise of the 5th generation." Evaluation 24, no. 2 (April 2018): 153–68. http://dx.doi.org/10.1177/1356389018765487.

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In this article we defend the idea that theory-based evaluations—contribution analysis, logic analysis, and realist evaluation—are complementary components of a new theory in evaluation. We also posit that we are currently observing the emergence of a fifth generation in evaluation: the explanation generation. Theory-based evaluations have featured prominently in the discourse of evaluators since the mid-1980s. They have developed mainly in response to the need for evaluation of complex interventions. In this article we analyze certain approaches that have matured in their design and application. We use the framework of Shadish et al. to analyze the ontological, epistemological, and methodological foundations of various theory-based approaches in evaluation to appraise their similarities and differences. We observe that all these approaches are grounded in critical realism. Similarities seen in their ontological, epistemological, and methodological positionings, as well as their complementarity in terms of the evaluative questions they address, suggest we may be observing the consolidation of a new theory in evaluation and the emergence of a fifth generation.

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15

Su, Chung-Ho, Ken T. K. Chen, and Kuo-Kuang Fan. "Rough Set Theory Based Fuzzy TOPSIS on Serious Game Design Evaluation Framework." Mathematical Problems in Engineering 2013 (2013): 1–13. http://dx.doi.org/10.1155/2013/407395.

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This study presents a hybrid methodology for solving the serious game design evaluation in which evaluation criteria are based on meaningful learning, ARCS motivation, cognitive load, and flow theory (MACF) by rough set theory (RST) and experts’ selection. The purpose of this study tends to develop an evaluation model with RST based fuzzy Delphi-AHP-TOPSIS for MACF characteristics. Fuzzy Delphi method is utilized for selecting the evaluation criteria, Fuzzy AHP is used for analyzing the criteria structure and determining the evaluation weight of criteria, and Fuzzy TOPSIS is applied to determine the sequence of the evaluations. A real case is also used for evaluating the selection of MACF criteria design for four serious games, and both the practice and evaluation of the case could be explained. The results show that the playfulness (C24), skills (C22), attention (C11), and personalized (C35) are determined as the four most important criteria in the MACF selection process. And evaluation results of case study point out that Game 1 has the best score overall (Game 1 > Game 3 > Game 2 > Game 4). Finally, proposed evaluation framework tends to evaluate the effectiveness and the feasibility of the evaluation model and provide design criteria for relevant multimedia game design educators.

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16

Parry, J. T. "The high terrace gravels, Northeast Thailand - a re-evaluation and an integrated theory of their origin." Zeitschrift für Geomorphologie 40, no. 2 (June 27, 1996): 145–75. http://dx.doi.org/10.1127/zfg/40/1996/145.

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17

Mertens, Donna M. "Inclusive Evaluation: Implications of Transformative Theory for Evaluation." American Journal of Evaluation 20, no. 1 (March 1999): 1–14. http://dx.doi.org/10.1177/109821409902000102.

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18

Mertens, D. "Inclusive evaluation: Implications of transformative theory for evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1016/s1098-2140(99)80105-2.

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19

Nørholm, Morten. "Outlining a theory of the social and symbolic function of evaluations of education." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (May 21, 2019): e1467. http://dx.doi.org/10.15845/praxeologi.v1i0.1467.

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AbstractThe article presents the results of a research project focusing on evaluations of education as a part of a New Public Management in the area of education.The empirical material consists of:- 8 state-sanctioned evaluations of the formal training programs for the positions in a medical field- various texts on evaluations- various examples of Danish evaluation research.A field of producers of Danish evaluation research is constructed as part of a field of power: analogous to the analysed evaluations, Danish evaluation research forms a discourse legitimizing socially necessary administrative interventions. The evaluations and the evaluation research are constructed as parts of a mechanism performing and legitimizing a sorting to an existing social order. The theoretical starting point is from theories, primarily by Émile Durkheim, Pierre Bourdieu and Ulf P. Lundgren.Keywords: evaluation, evaluation of education, social reproduction, New Public Management, societies after the Modern, meritocracy

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20

Renger, Ralph. "Illustrating the Evaluation of System Feedback Mechanisms Using System Evaluation Theory (SET)." Evaluation Journal of Australasia 16, no. 4 (December 2016): 14–20. http://dx.doi.org/10.1177/1035719x1601600403.

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This article describes how system evaluation theory (SET) guided the evaluation of cardiac care response systems efficiency in seven rural United States. Specifically, the article focuses on the approach and methods used to evaluate system feedback mechanisms; one key factor affecting system efficiency. Mixed methods were applied to evaluate five criteria of system feedback efficiency: frequency, timeliness, credibility, specificity, and relevance. Examples from the cardiac care response system evaluation are used to illustrate each of the evaluation criteria. The discussion contrasts the role of the evaluator in system versus program evaluation, notes the post-hoc support of SET system attributes in affecting system efficiency, and offers additional consideration in evaluating system feedback mechanisms.

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21

Kerr, Sandy. "Kaupapa Māori Theory-based Evaluation." Evaluation Journal of Australasia 12, no. 1 (March 2012): 6–18. http://dx.doi.org/10.1177/1035719x1201200102.

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In an environment where Māori approaches to evaluation are developing quickly, with ever-widening influence, this article is an attempt to capture the theoretical roots of Kaupapa1 Māori evaluation approaches. From a range of Kaupapa Māori theorists, six principles are drawn and their relevance to evaluation theory and practice is discussed. These principles are then mapped to major movements in evaluation theory, illustrating how Kaupapa Māori theory-based evaluation, arising as a unique praxis within the context of Aotearoa2 New Zealand, has strong alignment with international developments.

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22

Pauly, Bernie, Bruce Wallace, and Kathleen Perkin. "Approaches to evaluation of homelessness interventions." Housing, Care and Support 17, no. 4 (December 9, 2014): 177–87. http://dx.doi.org/10.1108/hcs-07-2014-0017.

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Purpose – The purpose of this paper is to provide rationale, methodological guidance and clarity in the use of case study designs and theory driven approaches to evaluation of interventions to end homelessness. Design/methodology/approach – Using an evaluation of a transitional shelter program aiming to support permanent exits from homelessness as an example, the authors show how case study designs and theory driven evaluation is well suited to the study of the effectiveness of homelessness interventions within the broader socio-political and economic context in which they are being implemented. Findings – Taking account of the context as part of program evaluation and research on homelessness interventions moves away from blaming programs and individuals for systemic failures to better understanding of how the context influences successes and failures. Case study designs are particularly useful for studying implementation and the context which influences program outcomes. Theory driven evaluations and the use of realist evaluation as an approach can provide a broader understanding of how homelessness interventions work particularly for whom and under what conditions. These methodological and theoretical approaches provide a consistent strategy for evaluating programs aimed at ending homelessness. Originality/value – There is a need for greater capacity in the homelessness sector to apply approaches to evaluation that take into account the broader socio-political and economic context in which programs are being implemented. Through the use of a case example, the authors provide guidance for application of case study design and theory driven approaches as a strategy for approaches programs aimed at ending homelessness.

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23

Cahyani, Siska, and Satya Perdana. "Textbooks evaluation by Ur’s Theory." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 162. http://dx.doi.org/10.36597/jelp.v2i2.4869.

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The objectives of this study are to: (1) describe the appropriateness of textbooks used by seventh grade junior high school with the criteria of good textbooks developed by Ur’s theory, and (2) reveal the strengths and weaknesses of each textbook. This research was conducted using evaluation research. The data was obtained through document analysis and interviewing expert. Ur’s theory was used to analyze the data. The objects of this research for analysis were two English textbooks; WERB and Bright for seventh grade junior high school. The research found out When English Ring a Bell meets eight criteria of a good textbook by Ur. They are: objectives explicitly laid out in an introduction, attractive layout and visual material, interesting and various topics, the content organization, and graded adequate guidance for the teacher, and readiness of the textbook. Bright meets all the criteria of a good textbook. The researcher also found the strength of WERB lies in its colorful and attractive layout and the textbook also presents various topics that motivate the students to practice actively. There is teachers’ book as guidelines. Meanwhile, the strength of Bright lies in clear layout, pictures and illustration, four skills are covered. Its main weaknesses are the dull color of this textbook and no teacher’s book is provided. The researcher concludes that Bright is better than WERB. This book is appropriate with criteria of good textbooks and used by teacher and student. It is available in many bookstores. Bright is also compatible in terms of coherence and unity of ideas among units and language content.

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24

Hills, Gerald E., Lee Hertzman, Sumaria Mohan-Neill, Neil Younkin, Jagdish N. Sheth, David M. Gardner, and Dennis E. Garrett. "Marketing Theory: Evolution and Evaluation." Journal of Marketing 54, no. 1 (January 1990): 138. http://dx.doi.org/10.2307/1252180.

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25

Karmanov, Mikhail V., Oksana V. Kuchmaeva, and Olga L. Petrjakova. "DEMOGRAPHIC SECURITY: THEORY, METHODOLOGY, EVALUATION." Statistics and Economics, no. 4 (January 1, 2015): 123–28. http://dx.doi.org/10.21686/2500-3925-2015-4-123-128.

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26

EI-Tallawy, Gamal N. "Polysystem Translation Theory Re-Evaluation." مجلة الآداب والعلوم الإنسانیة 28, no. 2 (April 1, 1998): 35–54. http://dx.doi.org/10.21608/fjhj.1998.133595.

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27

McGill, Brian J., Brian A. Maurer, and Michael D. Weiser. "EMPIRICAL EVALUATION OF NEUTRAL THEORY." Ecology 87, no. 6 (June 2006): 1411–23. http://dx.doi.org/10.1890/0012-9658(2006)87[1411:eeont]2.0.co;2.

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28

Witkin, Stanley L., and Shimon Gottschalk. "Alternative Criteria for Theory Evaluation." Social Service Review 62, no. 2 (June 1988): 211–24. http://dx.doi.org/10.1086/644543.

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29

Germuth, Amy A. "Advances in Evaluating Evaluation Theory." American Journal of Evaluation 31, no. 3 (June 7, 2010): 418–20. http://dx.doi.org/10.1177/1098214010372250.

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30

Dahler-Larsen, Peter. "Theory-Based Evaluation Meets Ambiguity." American Journal of Evaluation 39, no. 1 (August 29, 2017): 6–23. http://dx.doi.org/10.1177/1098214017716325.

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As theory-based evaluation (TBE) engages in situations where multiple stakeholders help develop complex program theory about dynamic phenomena in politically contested settings, it becomes difficult to develop and use program theory without ambiguity. The purpose of this article is to explore ambiguity as a fruitful perspective that helps TBE face current challenges. Literatures in organization theory and political theory are consulted in order to cultivate the concept of ambiguity. Janus variables (which work in two ways) and other ambiguous aspects of program theories are classified and exemplified. Stances towards ambiguity are considered, as are concrete steps that TBE evaluators can take to identify and deal with ambiguity in TBE.

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31

Shadish, William R., and Thomas D. Cook. "Donald Campbell and Evaluation Theory." American Journal of Evaluation 19, no. 3 (September 1998): 417–22. http://dx.doi.org/10.1177/109821409801900318.

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32

Fawcett, Jacqueline. "Criteria for Evaluation of Theory." Nursing Science Quarterly 18, no. 2 (March 31, 2005): 131–35. http://dx.doi.org/10.1177/0894318405274823.

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33

Van Dyk, Sandra. "The Evaluation of Race Theory." Journal of Black Studies 24, no. 1 (September 1993): 77–87. http://dx.doi.org/10.1177/002193479302400105.

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34

Scholten, Jan. "Evaluation of the Plant Theory." Homœopathic Links 30, no. 03 (September 2017): 187–88. http://dx.doi.org/10.1055/s-0037-1602392.

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This article discusses the value of the Plant theory in practice. This was done by informally asking around 10 homeopaths about their experience with the Plant theory. The complexity of the Plant kingdom makes several factors to be ascertained. This complexity takes time to learn. Though the benefits are great once it is learned. The learning is more than worth the time it takes. It opens the whole botanical world.

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35

Shadish, W. "Donald Campbell and evaluation theory." American Journal of Evaluation 19, no. 3 (1998): 417–22. http://dx.doi.org/10.1016/s1098-2140(99)80227-6.

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36

Scriven, Michael. "The Theory behind Practical Evaluation." Evaluation 2, no. 4 (October 1996): 393–404. http://dx.doi.org/10.1177/135638909600200403.

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37

Christie, Christina A., and Marvin C. Alkin. "Evaluation theory tree re-examined." Studies in Educational Evaluation 34, no. 3 (September 2008): 131–35. http://dx.doi.org/10.1016/j.stueduc.2008.07.001.

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38

Birckmayer, Johanna D., and Carol Hirschon Weiss. "Theory-Based Evaluation in Practice." Evaluation Review 24, no. 4 (August 2000): 407–31. http://dx.doi.org/10.1177/0193841x0002400404.

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39

Alexander, H. A. "Eisner's Aesthetic Theory of Evaluation." Educational Theory 36, no. 3 (September 1986): 259–70. http://dx.doi.org/10.1111/j.1741-5446.1986.00259.x.

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40

Brousselle, Astrid, and François Champagne. "Program theory evaluation: Logic analysis." Evaluation and Program Planning 34, no. 1 (February 2011): 69–78. http://dx.doi.org/10.1016/j.evalprogplan.2010.04.001.

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41

Wallis, Anne Baber. "Evaluation Theory, Models, and Applications." JAMA 299, no. 22 (June 11, 2008): 2692. http://dx.doi.org/10.1001/jama.299.22.2692.

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42

Liu, Xiao Ying, and Jian Zhang. "Software Quality Evaluation for Vehicle Based on Set Pair Theory." Applied Mechanics and Materials 738-739 (March 2015): 1332–37. http://dx.doi.org/10.4028/www.scientific.net/amm.738-739.1332.

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A software quality evaluation method for vehicle based on set pair theory was proposed. The evaluating index system of software quality evaluation for vehicle was constructed. The software quality evaluation models were constructed by using four-element connection number of set pair theory. Then the computer-implemented method was given, and was verified by an example. Finally, the practical application showed that the evaluation method was simple, effective and had good practicality.

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43

Rogers, Patricia J., and Carol H. Weiss. "Theory-based evaluation: Reflections ten years on: Theory-based evaluation: Past, present, and future." New Directions for Evaluation 2007, no. 114 (2007): 63–81. http://dx.doi.org/10.1002/ev.225.

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44

Liu, Xiao Ying, and Jian Zhang. "Software Quality Evaluation for Control System Based on Extension Theory." Advanced Materials Research 945-949 (June 2014): 3331–35. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3331.

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A software quality evaluation method for control system based on the extension engineering analysis method is proposed. The evaluating index system of software quality evaluation for control system was constructed. The matter elements models were constructed, and the goodness of mechanical design scheme was computed by using goodness evaluation method based on correlation function calculation. Then the pros or cons of system to be evaluated were determined by comparing the goodness value of each evaluation grade. Finally, the practical application showed that the evaluation method was scientific, clear, and effective and had good practicality.

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45

Renger, Ralph, Jessica Renger, Marc D. Basson, Richard N. Van Eck, Jirina Renger, Eric Souvannasacd, and Gary Hart. "Using the Homeland Security Exercise and Evaluation Program (HSEEP) Building Block Approach to Implement System Evaluation Theory (SET)." American Journal of Evaluation 42, no. 4 (October 18, 2021): 586–601. http://dx.doi.org/10.1177/1098214020986619.

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This article shares lessons learned in applying system evaluation theory (SET) to evaluate a Clinical and Translational Research Center (CTR) funded by the National Institutes of Health. After describing how CTR support cores are intended to work interdependently as a system, the case is made for SET as the best fit for evaluating this evaluand. The article then details how the evaluation was also challenged to facilitate a CTR culture shift, helping support cores to move from working autonomously to working together and understanding how the cores’ individual operating processes impact each other. This was achieved by incorporating the Homeland Security Exercise and Evaluation Program (HSEEP) building block approach to implement SET. Each of the seven HSEEP building blocks is examined for alignment with each of SET’s three steps and the ability to systematically support the goal of moving CTR cores toward working interdependently. The implications of using HSEEP to support SET implementation for future evaluations are discussed.

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46

Mgbekem, M. A., I. N. Ojong, F. E. Lukpata, M. Armon, and V. Kalu. "Middle range theory evaluation: bridging the theory-practice gap." Global Journal of Pure and Applied Sciences 22, no. 2 (November 30, 2016): 249. http://dx.doi.org/10.4314/gjpas.v22i2.13.

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47

Leviton, L. C. "Program Theory and Evaluation Theory in Community-based Programs." American Journal of Evaluation 15, no. 1 (February 1, 1994): 89–92. http://dx.doi.org/10.1177/109821409401500111.

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48

Leviton, Laura C. "Program theory and evaluation theory in community-based programs." Evaluation Practice 15, no. 1 (February 1994): 89–92. http://dx.doi.org/10.1016/0886-1633(94)90065-5.

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49

Antin, Judd. "Empowerment Evaluation: From Theory to Practice." Practicing Anthropology 27, no. 2 (April 1, 2005): 23–26. http://dx.doi.org/10.17730/praa.27.2.n218072454gm8n7q.

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This article will focus on the practical application of the principles and methods of empowerment evaluation. Empowerment evaluation, conceptualized by Dr. David M. Fetterman, is described as "the use of evaluation concepts, techniques, and findings to foster improvement and self-determination" (Fetterman 1997). (For a complete description of the empowerment evaluation model, see Fetterman's 2001 book Foundations of Empowerment Evaluation). While that description tends towards the abstract, the practical sum of the debate between proponents and critics appears to be that empowerment evaluation is somewhere between classical evaluation and evaluation training. It is unabashedly "customer-oriented," and it shares the burden of evaluation with the evaluated group. Because it straddles the boundary between evaluation and training, to many empowerment evaluation represents a controversial new twist on established evaluation ideas.

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50

Chen, H. T. "A Panel on Theory-driven Evaluation and Evaluation Theories." American Journal of Evaluation 15, no. 1 (February 1, 1994): 73–74. http://dx.doi.org/10.1177/109821409401500107.

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