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Books on the topic 'Evaluation'

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Published: 4 June 2021
Last updated: 6 July 2024

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1

Davies, Deborah. Evaluating school self-evaluation. Slough: National Foundation for Educational Research, 2001.

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2

Eraut, Michael. Local evaluation of INSET: A meta-evaluation of TRIST evaluations. Bristol: National Development Centre for School Management Training, 1988.

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3

Widmer, Thomas, Wolfgang Beywl, and Carlo Fabian, eds. Evaluation. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91468-8.

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4

Charles, Alderson J., ed. Evaluation. Oxford [Oxfordshire]: Pergamon Press, 1985.

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5

Bradbeer, John. Evaluation. [Milton Keynes]: [Fund for the Development of Teaching and Learning], 1999.

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6

Joyce, Lishman, ed. Evaluation. London: Jessica Kingsley Publishers, 1991.

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7

Gascon, Louise. Evaluation. [Québec, Qu ́ebec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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8

Alderson, J. Charles. Evaluation. Dorset: Bournemouth English Book Centre, 1985.

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9

Rea-Dickins, Pauline. Evaluation. Oxford: Oxford University Press, 1992.

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10

University of Leeds. Institute for Transport Studies. and European Commission Directorate-General Transport, eds. Evaluation. Luxembourg: Office for Official Publications of the European Communities, 1996.

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11

Steven, Phillips. Evaluation. London: Library Association Publishing, 1993.

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12

Radnor, Hilary A. Evaluation: A training manual for school based evaluations. Oxford: Pergamon Press, 1990.

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13

Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on program evaluation: General guidelines. Québec: La Commission, 1994.

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14

Watson, Tom. Evaluating public relations: A best practice guide to public relations and evaluation planning, research & evaluation. London: Kogan Page Limited, 2005.

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15

D, Pace Vernon, Buser Robert L, and National Study of School Evaluation., eds. Evaluative criteria for the evaluation of secondary schools. 6th ed. Falls Church, VA (5201 Leesburg Pike, Falls Church 22041): National Study of School Evaluation, 1987.

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16

Bureau, United States HIV/AIDS, and Sociomedical Resource Associates, eds. Evaluating HIV case management: Invited research & evaluation papers. [Rockville, Md.]: U.S. Dept. of Health and Human Services, Health Resources & Services Administration, HIV/AIDS Bureau, 1998.

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17

Harris-Huemmert, Susan. Evaluating Evaluators: An Evaluation of Education in Germany. Wiesbaden: VS Verlag für Sozialwissenschaften / Springer Fachmedien Wiesbaden GmbH, Wiesbaden, 2011.

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18

Parsons, Beverly A. Evaluative inquiry: Using evaluation to promote student success. Thousand Oaks, CA: Corwin Press, 2002.

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19

Beywl, Wolfgang. Evaluation von Berufswahlvorbereitung: Fallstudie zur responsiven Evaluation. Opladen: Westdeutscher Verlag, 1987.

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20

Webber, Linda Dennie. Evaluation in a whole language evaluation context. [Pullman]: Dept. of Education, Washington State University, 1988.

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21

D, Williams David, ed. Naturalistic evaluation. San Francisco: Jossey-Bass, 1986.

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22

Hyland, Ken, and Giuliana Diani, eds. Academic Evaluation. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244290.

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23

Piechowski, Lisa Drago. Preparation for the Evaluation. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195341096.003.0004.

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Abstract:
This chapter focuses on preparation for the evaluation of disability that helps the evaluator to avoid inappropriate referrals, to ensure that relevant and sufficient data are efficiently collected during the evaluation, and to facilitate compliance with ethical and legal requirements. It first considers the contact between the potential evaluator and the referral source, which may be a disability insurance company, an attorney representing the claimant or the company, or an independent vendor. It then looks at practical concerns in disability evaluations, including conflict of interest and multiple relationship, time constraints and scheduling availability, competence/expertise, access to necessary psychometric instruments, and financial arrangements. The chapter also explains how the scope of the disability evaluation should be defined and discusses the evaluator's contact with referral sources, attorneys, and claimants; logistics and schedules of disability evaluations; authorization and consent; documentation of the evaluation; and adjudication versus litigation of disability claims.
24

Huutoniemi, Katri, and Ismael Rafols. Interdisciplinarity in Research Evaluation. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.40.

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The evaluation of interdisciplinary research is complicated by ambiguity about what interdisciplinarity is and what it should be. The question is topical, as evaluation plays an important role in how science is being shaped and changed today. The chapter performs a meta-analysis of the concept of interdisciplinarity in research evaluation, and gives an epistemic account of what would be involved in such evaluations. First, it discusses the various ways interdisciplinarity can add value to the disciplinary organization of academia and their respective implications for research evaluation. Second, it provides tools for mapping and measuring these value-added properties and illustrates what kind of evidence they can convey to research evaluations. The combined examination of values and indicators enables a more differentiated understanding of what exactly to look at when evaluating interdisciplinary research—and more generally, how to design research evaluations from an interdisciplinary point of view.
25

Turpin, Robin S. Multisite Evaluations (New Directions for Evaluation). Jossey-Bass Inc Pub, 1991.

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26

Kemmis, Stephen, and R. Stake. Evaluating Curriculum (Organisational Evaluation in Schools). Hyperion Books, 1995.

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27

Evaluation and language teaching =: Evaluatie en taalonderwijs = Evaluation et enseignement des langues. Bern: Peter Lang, Inc., 1992.

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28

Murray-Smith, A. M. Training evaluation: The relationship between purpose, associated evaluation methodology and evaluator independence. 1993.

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29

Evaluation Policy And Evaluation Practice. Jossey-Bass, 2009.

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30

Kirchin, Simon. Thick Evaluation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803430.003.0006.

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Having dismissed two other anti-separationist strategies, this chapter presents the best way of attacking separationism and articulating nonseparationism. It is denied that thick concepts can be split into thin evaluation and nonevaluative descriptive content by showing that thick evaluation is itself a basic and fundamental response to the world. Evaluation cannot be reduced to stances that are merely pro or con, as separationists do, because doing so results in a strange view of the world. This idea is elaborated in many ways: the proposal’s radical nature is revealed since the notion of the evaluative is shown to stretch further than one might think; it is suggested that there is no obvious clear dividing line between evaluative and nonevaluative concepts; there is a final discussion of evaluative flexibility; and two worries from Chapter Two are met. Work by Jonathan Dancy, Philippa Foot, Gilbert Ryle, and Bernard Williams is discussed.
31

Iqbal, Muhammad Waqas, Ghalib Jibara, Michael E. Lipkin, and Glenn M. Preminger. Evaluation of stone formers. Edited by John Reynard. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.003.0014.

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Urolithiasis is among the most common urologic disorders with high incidence and recurrence rates. High environmental temperatures, prevalence of the Western diet, obesity, age, gender, and race are among the common risk factors associated with this disease. The primary goal of evaluating these patients is to provide a simple, economic, and effective workup, which yields information that is directly applicable to providing relevant medical preventative measures. The management of urolithiasis requires a relevant history, targeted physical exam, appropriate chemistry, urinary and stone analyses results, radiological imaging to accurately identify number, location, and size of stones, as well as a metabolic evaluation. All stone formers whether single or recurrent should have a basic evaluation to identify any factors that may predispose to recurrent stone formation. Comprehensive metabolic evaluations are offered to patients at increased risk of recurrence or morbidity from stone disease, or have difficult to treat stones.
32

Evaluation Findings (Technical Evaluation Report). Amer Society of Civil Engineers, 1997.

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33

Evaluation Findings (Technical Evaluation Report). Amer Society of Civil Engineers, 1997.

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34

Evaluation Findings (Technical Evaluation Report). Amer Society of Civil Engineers, 1997.

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35

Evaluation Findings (Technical Evaluation Report). Amer Society of Civil Engineers, 1997.

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36

Evaluation Findings (Technical Evaluation Report). Amer Society of Civil Engineers, 1997.

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37

SELF EVALUATION AND EVALUATION(RINGBINDER). FALMER/KP, 1997.

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38

Hirschman, Lynette, and Inderjeet Mani. Evaluation. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0022.

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The commercial success of natural language (NL) technology has raised the technical criticality of evaluation. Choices of evaluation methods depend on software life cycles, typically charting four stages — research, advance prototype, operational prototype, and product. At the prototype stage, embedded evaluation can prove helpful. Analysis components can be loose grouped viz., segmentation, tagging, extracting information, and document threading. Output technologies such as text summarization can be evaluated in terms of intrinsic and extrinsic measures, the former checking for quality and informativeness and the latter, for efficiency and acceptability, in some tasks. ‘Post edit measures’ commonly used in machine translation, determine the amount of correction required to obtain a desirable output. Evaluation of interactive systems typically evaluates the system and the user as one team and deploys subject variability, which runs enough subjects to obtain statistical validity hence, incurring substantial costs. Evaluation being a social activity, creates a community for internal technical comparison, via shared evaluation criteria.
39

Pirelli, Gianni. Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190630430.003.0007.

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In this chapter, the authors address evaluations across settings and contexts, such as mental health screenings conducted in community, outpatient, and inpatient settings, with particular attention to the considerations necessary for evaluators, including the need to develop and maintain firearm-specific and cultural competence. They present considerations associated with seven firearm-related subcultures that medical and mental health practitioners are likely to encounter with some regularity. They also speak to the importance of researchers, academics, and students developing such competence. They outline the concept of forensic mental health assessment and demonstrate how certain firearm-specific evaluations are a type of this. They provide considerations related to evaluating civilians applying for firearm permits and those seeking reinstatement of gun rights in forfeiture matters. They review the various models of risk assessment and a firearm-specific framework for conducting these evaluations: the Pirelli Firearm-10. Considerations for law enforcement and related professions are also presented.
40

Evaluation. Routledge, 2018. http://dx.doi.org/10.4324/9781351297844.

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41

Kellerman, Barbara. Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.003.0008.

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While most leadership experts seem satisfied with the leadership industry, some are not. Some argue that the industry has not only failed to develop better leaders but has made things worse. Whatever the various biases, there’s no question the industry is beset by problems, including some as fundamental as this unresolved question: What is the distinction between a leader and a manager? The matter of metrics is critical to this conversation. For the lack of an obvious yardstick to assess leadership learnings and evaluate leadership programs is one of the reasons both are dealt with haphazardly. There are, of course, some clear successes, most prominently leadership education, training, and development in the American military. The chapter closes with a discussion of how learning to lead in the military stands apart from learning to lead anywhere else in America. For leadership in the military is considered a profession— not an occupation.
42

Green, Jackie, and Jane South. Evaluation. Open University Press, 2006.

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43

Furubo, Jan-Eric. Evaluation. Taylor & Francis Group, 2018.

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44

Jackson, Terence. Evaluation. Kogan Page, 1989.

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45

Butler, Mary Odell. Evaluation. Routledge, 2016. http://dx.doi.org/10.4324/9781315428895.

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46

Lussier, Denise. EVALUATION. CEC, 1991.

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47

Green, Jackie, and Jane South. Evaluation. Open University Press, 2006.

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48

Green, Jackie, and Jane South. Evaluation. McGraw-Hill Education, 2006.

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49

Conrad, Kendon J. Evaluating Program Environments (New Directions for Evaluation). Jossey-Bass Inc Pub, 1989.

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50

Stevens, Carla J. Preventing the Misuse of Evaluation (New Directions for Evaluation). Jossey-Bass Inc Pub, 1994.

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