Relevant bibliographies by topics / Evaluative research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Evaluative research'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Evaluative research"

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Riyard, Ag Kaifah. "Risk Disclosure Research Trends: Bibliometric Evaluative Study." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 1112–27. http://dx.doi.org/10.37200/ijpr/v24i5/pr201786.

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Kanyi, Teresia. "Lack of outcome research on New Zealand care and protection family group conference." Aotearoa New Zealand Social Work 25, no. 1 (May 19, 2016): 35–42. http://dx.doi.org/10.11157/anzswj-vol25iss1id96.

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Despite the popularity of the New Zealand care and protection family group conference (FGC) and its success in strengthening families, there is no evidence to show that the conference achieves its other desired outcome of protecting children from abuse and neglect. This evidence can only be obtained through evaluative research. For the FGC to maintain its credibility, the critical need for evaluative research in the New Zealand care and protection FGC needs to be addressed. Most of the other countries that have adopted the FGC have undertaken evaluative studies. New Zealand practitioners and researchers can draw from international evaluation studies and develop appropriate research designs and methodologies to evaluate New Zealand’s care and protection FGC.
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Pham, Quynh, James Shaw, Plinio P. Morita, Emily Seto, Jennifer N. Stinson, and Joseph A. Cafazzo. "The Service of Research Analytics to Optimize Digital Health Evidence Generation: Multilevel Case Study." Journal of Medical Internet Research 21, no. 11 (November 11, 2019): e14849. http://dx.doi.org/10.2196/14849.

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Background The widespread adoption of digital health interventions for chronic disease self-management has catalyzed a paradigm shift in the selection of methodologies used to evidence them. Recently, the application of digital health research analytics has emerged as an efficient approach to evaluate these data-rich interventions. However, there is a growing mismatch between the promising evidence base emerging from analytics mediated trials and the complexity of introducing these novel research methods into evaluative practice. Objective This study aimed to generate transferable insights into the process of implementing research analytics to evaluate digital health interventions. We sought to answer the following two research questions: (1) how should the service of research analytics be designed to optimize digital health evidence generation? and (2) what are the challenges and opportunities to scale, spread, and sustain this service in evaluative practice? Methods We conducted a qualitative multilevel embedded single case study of implementing research analytics in evaluative practice that comprised a review of the policy and regulatory climate in Ontario (macro level), a field study of introducing a digital health analytics platform into evaluative practice (meso level), and interviews with digital health innovators on their perceptions of analytics and evaluation (microlevel). Results The practice of research analytics is an efficient and effective means of supporting digital health evidence generation. The introduction of a research analytics platform to evaluate effective engagement with digital health interventions into a busy research lab was ultimately accepted by research staff, became routinized in their evaluative practice, and optimized their existing mechanisms of log data analysis and interpretation. The capacity for research analytics to optimize digital health evaluations is highest when there is (1) a collaborative working relationship between research client and analytics service provider, (2) a data-driven research agenda, (3) a robust data infrastructure with clear documentation of analytic tags, (4) in-house software development expertise, and (5) a collective tolerance for methodological change. Conclusions Scientific methods and practices that can facilitate the agile trials needed to iterate and improve digital health interventions warrant continued implementation. The service of research analytics may help to accelerate the pace of digital health evidence generation and build a data-rich research infrastructure that enables continuous learning and evaluation.
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Imrie, R. "Transforming the Social Relations of Research Production in Urban Policy Evaluation." Environment and Planning A: Economy and Space 28, no. 8 (August 1996): 1445–64. http://dx.doi.org/10.1068/a281445.

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In this paper I argue that urban-policy evaluation makes little or no difference to the lives of the communities which are the recipients or targets of urban-policy projects. In particular, I will show how processes of policy evaluation are alienating both for communities and for researchers alike. This is related, in part, to the socioinstitutional contexts within which evaluation takes place but, as importantly, to the utilisation of evaluative (broadly positivist) models which conceive of the process as socially and politically neutral. Such approaches, as I show, are poorly sensitised to the evaluative contexts. It is suggested that a more fruitful, although not necessarily unproblematical, way to produce sensitised, and relevant, evaluative methods is to change what Oliver terms “the social relations of research production”. This involves the development of what some social scientists are terming an emancipatory research paradigm. In the paper such issues and their implications for urban-policy evaluation are explored.
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Водяницкая, А. А. "RESEARCH METHODS FOR STUDYING EVALUATION: ACADEMIC DISCOURSE PERSPECTIVE." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 2(50) (June 16, 2021): 105–15. http://dx.doi.org/10.36622/vstu.2021.64.94.008.

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Постановка задачи. Работа посвящена изучению традиционных подходов к исследованию оценочных значений и инновационных методов их изучения. Задача исследования заключается в анализе методов изучения оценки, которые можно было бы применить при выявлении оценочной специфики академического дискурса. Результаты. Как показало исследование, оценочные значения, оценка привлекают внимание исследователей различных областей знания, различных дискурсов. По-прежнему открыт вопрос разграничения эмоции, экспрессии и оценки. Тесная связь оценки с ценностями индивида, выносящего оценочное суждение, предполагает возможность ее изучения с позиций аксиологии, тогда как взаимосвязь с психологией позволяет подходить к оценке с точки зрения психологии (например, оценочные стили). Выводы. Комбинация традиционных и инновационных методов позволит выявить онтологические свойства оценки в академическом дискурсе. Речь идет о вербализованных оценочных суждениях, выносимых различными участниками академического дискурса. Вопросы оценочной категоризации, разграничение эмоции и оценки, оценочных стилей участников академического дискурса, привлечение корпуса текстов как источника материала и как инструмента познания представляются релевантными аспектами при изучении оценочной составляющей академического дискурса. Вместе с тем не все методы исследования оценки можно одинаково успешно использовать при изучении оценочной составляющей академического дискурса. Например, метод триады, предложенный Ж. Мартином, который на данном этапе исследован применительно к изучению устного академического дискурса в его специфическом проявлении - в драматическом тексте. Как представляется, данный метод требует более детальной разработки применительно к нехудожественной, повседневной, речи академического дискурса. Problem statement. The paper focuses on the study of traditional approaches evaluations and innovative methods of their study. The objective of the research. is to analyze the methods of studying evaluation that could be applied in identifying the evaluative specifics of academic discourse. Results. The research has revealed that evaluative meanings attract the attention of researchers in various fields of knowledge, various discourses. The question of differentiating emotion, expressive language means and evaluation is still open. The close relationship of assessment with the values of the individual making a value judgment suggests the possibility of studying it from the standpoint of axiology, while the relationship with psychology allows one to approach assessment from the point of view of psychology (for example, evaluative styles). Conclusion. The combination of traditional and innovative methods will reveal the ontological properties of assessment in academic discourse. We are talking about verbalized value judgments made by various participants in academic discourse. Issues of evaluative categorization, differentiation of emotion and evaluation, evaluative styles of participants in academic discourse, corpus-based analysis seem to be relevant aspects in the study of the evaluative component of academic discourse.
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&NA;. "Surgical Infection Society Evaluative Research Fellowship." Journal of Trauma: Injury, Infection, and Critical Care 44, no. 2 (February 1998): 297. http://dx.doi.org/10.1097/00005373-199802000-00010.

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&NA;. "Surgical Infection Society Evaluative Research Fellowship." Journal of Trauma: Injury, Infection, and Critical Care 44, no. 3 (March 1998): 445. http://dx.doi.org/10.1097/00005373-199803000-00003.

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&NA;. "Surgical Infection Society Evaluative Research Fellowship." Journal of Trauma: Injury, Infection, and Critical Care 44, no. 4 (April 1998): 579. http://dx.doi.org/10.1097/00005373-199804000-00002.

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Epps, Kevin J. "Enhancing treatment integrity through evaluative research." Child Abuse Review 2, no. 2 (June 1993): 85–87. http://dx.doi.org/10.1002/car.2380020205.

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Berezovska, Liudmyla. "Developing evaluative and controlling actions of senior preschoolers in speech-creating activities." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 3 (136) (October 18, 2021): 73–79. http://dx.doi.org/10.24195/2617-6688-2021-3-10.

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The article is devoted to the analysis of the problem related to the development of evaluative and controlling actions of senior preschoolers in speech-creating activities. Theoretical analysis of scholars' views on the definitions of the phenomena "evaluation", "evaluative and controlling actions", "speech-creating activity" have been presented; the author's definition of the key concepts under research topic has been given. The specificity of gradual development of evaluative and controlling actions of senior preschoolers in speech-creating activities has been revealed; the role of the adult in the development of the first evaluating and controlling actions, which should be mastered by children of senior preschool age, has been specified. Emphasis is placed on the importance of developing students’ skills to control and evaluate actions, which will contribute to their successful preparation for mastering the literary norm of the native language, correction and elimination of language errors and flaws. In the presented research, it is noted that in speech activity evaluating and controlling actions are a necessary condition and means of mastering elementary linguistic knowledge, developing speech and communication skills. Some methods and techniques of teaching / learning that contribute to the development of evaluative and controlling actions of senior preschoolers in speech-creating have been substantiated. Some examples of assignments facilitating the development of the skills to perform evaluative and controlling actions in speech activity have been given. The obtained results of the experimental study confirmed the effectiveness of the proposed methods and techniques aimed at the development of evaluative and controlling actions of senior preschoolers in speech-creating.
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Dissertations / Theses on the topic "Evaluative research"

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Sliedrecht, Susan Beverley. "Life skills for adolescence : evaluative research on the Quest programme." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22495.

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The Quest Life Skills for Adolescence is a two-year programme, for Standard 6 and 7 pupils. The goal of the programme is to assist adolescents to effectively manage the life tasks associated with the adolescent years. The programme is school based consisting of eight modules, each module dealing with a different subject. The method of instruction, as with most life skills programmes, is participatory learning as opposed to didactic teaching. This pilot-study was based at the Sentinel High School in Hout Bay. The study evaluates whether module one and two of the Quest Life Skills programme achieved their objectives. The second purpose was to devise an evaluation tool that could be used by other schools to evaluate modules one and two of the Quest programme. A multifaceted study design was adopted in the evaluation process. The instruments used were questionnaires, group discussions, Rosenberg's Self-Esteem Scale (1965) and a game. The results reveal that module one of the programme did enable pupils to gain a better understanding of adolescence. Pupils were, however, not totally conversant with the four aspects of change that would take place in adolescence namely physical, emotional, social and intellectual change. They seemed more familiar with the changes that would take place in the physical and emotional realms than in the intellectual and social realms. The findings confirmed that a safe supportive environment, conducive to learning, had been established. Module two of the programme dealt with self-confidence/self-esteem. The self-esteem of participant's, in the Quest programme, increased marginally, but the results yielded showed that a statistically significant improvement did not take place when compared with the comparative group. Participants reported that the programme was of great benefit to them. It was the first time for the majority of the participants that they had been exposed to life skills training. Based on the above findings, an evaluation package was compiled, for schools to use, to evaluate the effectiveness of the first two modules of the Quest programme.
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Chauvin, James Brodie. "An analysis of evaluative research : the case of primary health care." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24593.

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The primary health care (PHC) model is being actively promoted as an effective and lower-cost alternative to conventional health care delivery systems in many developing countries. Despite the fact that over 300 PHC projects of varying scale have been implemented and reported on throughout the Third World over the past two decades, there appears to be little evidence available to support the popular hypothesis that the availability and utilization of primary health care services necessarily results in significant improvements in health. The objective of this thesis is to identify alternative strategies for evaluating PHC projects which will establish credible and useful results. The thesis reviews the evolution of both the PHC model and evaluative research methodologies, and then presents a critical analysis of a set of PHC project evaluations. The aim of this exercise is to identify some of the major factors which have limited the validity, utility and significance of the evaluation results. The thesis suggests that less rigorous evaluative research designs and evaluative techniques which use a combination of quantitative and qualitative data be used to enhance the credibility and utility of evaluation results.
Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Raines, Joshua A. "Same-sex sexual harassment : factors affecting the perceptions of an evaluative third party." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236371.

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Andersen, DeEtta Lorick. "Evaluative Feedback: How K-12 Teachers Respond." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2514.

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This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. An independent sample t test revealed statistically significant differences between teachers of varying experience in 3 standards: support of district goals, classroom management, and instruction. . An ANOVA found no significant effect between teaching experience and the length of time since the feedback was provided to the teacher. Qualitative data found a variety of social, personal, organizational, and student-based needs that accounted for teachers' response to feedback. In teachers that made changes to practices, administrator suggestion was the most important factor, but conversations with colleagues were also important. However, most teachers did not receive formative feedback. Organizational factors such as state initiatives to change instruction influenced teachers of more experience than novice teachers. These findings can help administrators improve the formative effect of their feedback. Understanding how evaluative feedback leads to changes in teaching practices should improve feedback systems in schools across the nation which subsequently should lead to in more effective teaching practices.
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Myatt, J. R. "Evaluation research and early intervention : An analysis of evaluative issues in home-based interventions with young developmentally delayed children." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380783.

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Bornegrim, Lucas, and Gustav Holmquist. "Robotic process automation - An evaluative model for comparing RPA-tools." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413636.

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This research studies the three market-leading RPA-tools, Automation Anywhere, Blue Prism and UiPath, in order to fill the lack of literature regarding methods for evaluating and comparing RPA-tools. Design science research was performed by designing and creating artefacts in the form of process implementations and an evaluative model. A typical process representing a common area of use was implemented using each of the three RPA-tools, in order to create an evaluative model. Official documentation, along with the three implementations, were studied. Evaluative questions specific to RPA-tool evaluation were created based on a quality model for product quality found in the ISO/IEC 25010 standard. Characteristics dependant on organisational context were not included in the evaluation, in order to create an evaluative model which is not dependant on any specific business environment. The results of the research provide knowledge of (1) how RPA-tools can be implemented and (2) the differences that exist between the three market-leading RPA tools. The research also contributes in the form of a method for investigating and evaluating the RPA-tools. When creating the evaluative model, some of the criteria found in the ISO/IEC 25010 quality model were concluded to be of low relevance and, therefore, not included in the model. By analysing and evaluating the created evaluative model, using a theoretical concept of digital resources and their evaluation, the validity of the evaluative model was reinforced. From an evaluative perspective, this research emphasises the need to appropriate and change existing evaluative methods in order to successfully evaluate the most relevant characteristics of RPA-tools.
Denna forskning studerar de tre marknadsledande RPA-verktygen, Automation Anywhere, Blue Prism och UiPath, för att fylla bristen på litteratur om metoder för utvärdering och jämförelse av RPA-verktyg. Design science research genomfördes genom att utforma och skapa artefakter i form av processimplementeringar och en utvärderingsmodell. En typisk process som representerar ett vanligt användningsområde implementerades med användning av vart och ett av de tre RPA-verktygen för att skapa en utvärderingsmodell. Officiell dokumentation, tillsammans med de tre implementeringarna, studerades. Utvärder-ingsfrågor specifika för RPA-verktygsutvärdering skapades baserat på en kvalitetsmodell för produktkvalitet som finns i ISO/IEC 25010-standarden. Egenskaper som är beroende av organisatoriskt sammanhang ingick inte i utvärderingen för att skapa en utvärderingsmodell som inte är beroende av någon specifik affärsmiljö. Resultaten av forskningen ger kunskap om (1) hur RPA-verktyg kan implementeras och (2) skillnaderna som finns mellan de tre marknadsledande RPA-verktygen. Forskningen bidrar också i form av en metod för att undersöka och utvärdera RPA-verktygen. Vid skapandet av utvärderingsmodellen drogs slutsatsen att några av kriterierna i kvalitetsmodellen i ISO/IEC 25010 var av låg relevans och de är därför inte inkluderade i den resulterande modellen. Genom att analysera och utvärdera den skapade utvärderingsmodellen, med hjälp av ett teoretiskt koncept av digitala resurser och deras utvärdering, förstärktes utvärderingsmodellens validitet. Ur ett utvärderingsperspektiv betonar denna forskning behovet av att anpassa och ändra befintliga utvärderingsmetoder för att framgångsrikt utvärdera de mest relevanta egenskaperna hos RPA-verktyg.
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Barac, Karin. "Exploring the Intersection of Context, Pedagogy, and Technology in Australian Higher Education Academic Coursework." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411892.

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Digital transformation within higher education learning and teaching is a wicked problem, one of complexity, involving multiple moving parts and interdependencies (Marshall, 2018). Current conversations tend to coalesce around whether transformation is a pedagogical problem or a technological problem. However, when one takes a pedagogy-first approach, the contextual forces around the technology are ignored (Dron, 2012), and the same is true in a technology-first approach. This research aimed to take a more holistic approach to explore the interdependencies between context, pedagogy, and technology in higher education. To study how they associate and, more importantly, how they influence each other, producing actionable knowledge for designing and supporting effective technology-enabled learning environments. Digital learning and teaching knowledge is often explored through the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), especially in K-12 learning environments and teacher education programs. While TPACK can assess teacher beliefs about pedagogical and technical knowledge, little has been done to explore how those working in higher education institutions apply this knowledge within their design approaches to build learning and teaching environments with their students. The study of learning and teaching environments is often a separate line of inquiry. Digital learning environments and the actions within are often explored through the use of the Community of Inquiry (Garrison et al., 2000) framework. This study combined these two lines of inquiry by developing an evaluative tool, a new deductive codebook, that drew on these two frameworks within these disparate areas of educational technology research. This codebook brought together aspects of context, technology-enabled design, and the learning and teaching experience to understand digital teaching and learning practices within their lived environments. This study sought to understand these practices from both an academic and student perspective by using a case study methodology to generate rich qualitative data for five academics. Each academic’s design process was captured through a mixed-methods approach, including survey responses, semi-structured interviews, and collection of online course artefacts (course outline documents and course websites). Their course designs and communication of their designs were analysed through both content and network analyses. Focus group interviews with their students were also conducted to understand their perspectives on the coursework and how the students understood the academics’ intentions for their designs. Through this multi-layered lens, this study found that while the academics were able to describe their pedagogical and technological approaches towards course design, their ideas were not always linked to how the actions of students or themselves contributed to the overall realisation of the learning experience. The context within which academics design courses also had significant positive and negative influence on their approaches towards technology-enabled design. The study also identified that the communication of designs to students did not always reflect the intent of the design, express the student’s responsibility within the designs or set them up for success in navigating the learning and teaching environment. As a result, students struggled to discern their responsibilities within these environments. The student data also highlighted that they bring their own understandings of pedagogy and technology, understandings that can be at odds with the academics’ own ideas or intentions for the learning and teaching environment, which can constrain the perception of success of the course for both the academics and students. This research complements and builds on understanding the highly contextual nature of academic coursework as a complex system. The combined use of the theoretical frameworks in a qualitative codebook highlighted the importance of investigating academic design knowledge in action. Revealing that the gaps in teacher knowledge do not lie so much between pedagogy and technology rather lie in the effective realisation of the learning and teaching experience with students as active participants. The implications support further research in how academics build and use this knowledge within their course designs and how contextual forces influence how knowledge is applied to create and sustain learning environments with their students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study." Doctoral thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1318.

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Today, sport is a topic that interests and engages many people. However, pursuing sporting activities and being a member of a sports club is not a matter of course for children and adolescents with physical disabilities. The overall aim of this thesis is to study the possibilities offered by interventional sports programmes to children and adolescents with physical disabilities and to describe in what way they can be offered meaningful physical activities as well as active participation in sport clubs, with a view to improving their health and socialisation through sport. The thesis includes three descriptive and one evaluative study. The results of the thesis rest on a combination of methods: practical- empirical experiences based on theoretical reasoning, interviews in line with a method inspired by phenomenography, and data from questionnaires analysed by descriptive and analytical statistics. The results are also based on a variety of data sources i.e. children, young people and parents as well as theory triangulation i.e. socialisation and health. According to the findings, sports programmes offered possibilities to children and adolescents with physical disabilities for improving their health and socialisation. An important component of the sports programmes were sports clubs that offered meaningful physical activities as well as active participation. Guidelines for co-operation in and the organisation of sports programme for children and adolescents with physical disabilities were of great importance and should involve the families as well as sports organisations and local authorities. The children and adolescents regarded sport as a form of social arena to enhance their participation in society and as a means for achieving better health. They also stressed the importance of knowledge and experiencing nature as factors that promote an active and healthy lifestyle. The parents regarded sport as a form of health education and as a means for their children to achieve increased participation in society. The parents also stressed the fact that the learning process was important for empowering the children to influence their life situation. The findings also illustrate the importance of building co-operation between the habilitation centre, sports clubs and families of children with physical disabilities by means of a working team, as well as the importance of the sports movement opening up its activities to children and adolescents with functional disabilities and each sports club appointing a contact person with special responsibility for this target group. Continued external support was regarded as necessary in order to assist the sports clubs in implementing permanent and well-functioning activities in partnership with a personal sport and health counsellor, who advises and supports the children and adolescents to participate in physical activity.
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Siu, Chun Yu. "Fund commentary : exploring its structure and use of evaluative lexis by fund managers of good- and bad-performing funds." HKBU Institutional Repository, 2010. https://repository.hkbu.edu.hk/etd_ra/1218.

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Eigelaar, Ilse. "The use of peer review as an evaluative tool in science." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52587.

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Thesis (MPhil)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: Peer review as an institutional mechanism for certifying knowledge and allocating resources dates back as far as 1665. Today it can with confidence be stated that it is one of the most prominent evaluative tools used in science to determine the quality of research across all scientific fields. Given the transformation within the processes of knowledge production, peer review as an institutionalised method of the evaluation of scientific research has not been unaffected. Peer reviewers have to act within a system of relevant science and find themselves responsible to the scientific community as well as to public decision-makers, who in turn are responsible to the public. This dual responsibility of reviewers led to the development of criteria to be used in the evaluation process to enable them to measure scientific excellence as well as the societal relevance of science. In this thesis peer review in science is examined within the context of these transformations. In looking at the conceptual and methodological issues raised by peer review, definitions of peer review, its history and contexts of application are examined followed by a critique on peer review. Peer review in practice is also explored and the evaluation processes of four respective funding agencies are analysed with regards to three aspects intrinsic to the peer review process: the method by which reviewers are selected, the review criteria by which proposals are rated, and the number of review stages within each review process. The thesis concludes with recommendations for possible improvements to the peer review process and recommended alternatives to peer review as an evaluative tool.
AFRIKAANSE OPSOMMING: Portuurgroep-evaluering as 'n geïnsitutsionaliseerde meganisme in die sertifisering van kennis en die toewys van hulpbronne dateer terug so ver as 1665. Huidiglik kan dit as een van die mees prominente metingsinstrumente van die kwaliteit van navorsing in alle wetenskaplike velde beskou word. Die transformasies wat plaasgevind het binne die prosesse waar kennis gegenereer word, het ook nie portuurgroep-evaluaring as 'n geïnstitusionaliseerde metode van evaluering ongeraak gelaat nie. Portuurgroep-evalueerders bevind hulself binne 'n sisteem van relevante wetenskap. Binne hierdie sisteem het hulle 'n verantwoordelikheid teenoor die wetenskaplike gemeenskap sowel as die publiekebesluitnemers wat op hul beurt weer verantwoordelik is teenoor die publiek. Hierdie dubbele verantwoordelikheid het tot gevolg die saamstel van kriteria waarvolgens evalueerders wetenskaplike uitmuntendheid sowel as relevansie tot die breër samelewing kan meet. Hierdie tesis ondersoek portuurgroep-evaluering teen die agtergrond van hierdie transformasies. Die konseptueie en metodologiese aspekte van portuurgroepevaluering word ondersoek deur eerstens te kyk na definisies van portuurgroepevaluering, die geskiedenis daarvan en kontekste waarbinne dit gebruik word. Tweedens word gekyk na kritiek gelewer op portuurgroep-evaluering. Portuurgroep evaluering binne die praktyk word ook ondersoek waar vier onderskeie befondsingsagentskappe se evaluerings prosesse geanaliseer word. Hierdie analise word gedoen in terme van drie essensiële aspekte binne portuurgroep- evaluering. Hierdie drie aspekte is as volg: 1) die wyse waarop evalueerders geselekteer word, 2) die evalueringskriteria waarvolgens navorsingsvoorstelle gemeet word en 3) die hoeveelheid evalueringsfases binne die protuurgroep-evaluerings proses. Laastens word aanbevelings ter verbetering van die portuurgroep-evaluerings proses as ook voorstelle tot moontlike alternatiewe tot portuurgroep-evaluering as 'n evaluerings instrument gebied.
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Books on the topic "Evaluative research"

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Carnwell, Ros. Evaluative research methodology in nursing and healthcare. New York: Churchill Livingstone, 1997.

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Carnwell, Ros. Evaluative research methodology in nursing and healthcare. London: Open Learning Foundation, 1996.

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Zaltman, Gerald. The use of developmental and evaluative market research. Cambridge, Mass: Marketing Science Institute, 1989.

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Daraio, Cinzia, and Wolfgang Glänzel, eds. Evaluative Informetrics: The Art of Metrics-Based Research Assessment. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6.

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Pires, Alvaro P. Human rights and legal information : an evaluative research study =: Droits de la personne et information juridique : une recherche evaluative. Ottawa, Ont: Communications and Public Affairs, Dept. of Justice Canada = DIrection des communications et affaires publiques, Ministère de la Justice Canada, 1987.

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Horacio, Walker, and Brahm Luis, eds. The evaluation of cultural action: An evaluative study of the Parents and Children Program (PPH). London: Macmillian in association with International Development Research Centre, 1985.

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Standards-based & responsive evaluation. Thousand Oaks, Calif: Sage, 2004.

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Slaughter, Pamela M. Powell. Focus groups in health services research at the Institute for Clinical Evaluative Sciences. Toronto, ON: Institute for Clinical Evaluative Sciences in Ontario, 1999.

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Strichman, Nancy. So, how are we doing?: Introducing evaluative processes to your organization. Israel: Shatil, 2007.

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J, Rog Debra, Fournier Deborah M, and American Evaluation Association, eds. Progress and future directions in evaluation: Perspectives on theory, practice and methods. San Francisco: Jossey-Bass, 1997.

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Book chapters on the topic "Evaluative research"

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Gomm, Roger. "Evaluative and Emancipatory Research." In Social Research Methodology, 322–43. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-22911-2_14.

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van Leeuwen, Thed. "Descriptive Versus Evaluative Bibliometrics." In Handbook of Quantitative Science and Technology Research, 373–88. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-2755-9_17.

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Noyons, Ed. "Evaluative bibliometrics as a science policy supportive tool." In Scientific Research Effectiveness, 129–47. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0275-2_7.

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Stoll, F., and U. Meier-Civelli. "An Evaluative Study of the Defense Mechanism Test." In Recent Research in Psychology, 81–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-84466-9_8.

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Braam, Robert. "Citation Profiles and Research Dynamics." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 71–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_3.

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Moed, Henk F. "The Application Context of Research Assessment Methodologies." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 347–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_18.

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Halevi, Gali. "Research Trends—Practical Bibliometrics and a Growing Publication." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 179–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_8.

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Capano, Giliberto. "Governance Reforms in Comparative Perspective and Their Path in the Italian Case." In Teaching, Research and Academic Careers, 15–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_2.

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AbstractReforming governance in higher education has been a kind of mantra that has characterised governmental policies worldwide. Under the pressure of massification, globalisation and socio-economic demands, governments have continuously intervened to redesign the characteristics of the governance arrangements of their higher education systems as well as institutional governance. This common effort has been characterised by the adoption of a common template (i.e. the ‘steering at a distance’ model), mainly based on the idea of making universities more accountable to the societal goals through the massive use of evaluation, assessment and monitoring. The final results are highly differentiated, owing to the fact that each country has implemented a common template according to its own national characteristics and legacies. In this context, the Italian case shows its own peculiarities, whereas evaluative tools have been significantly adopted in a design highly contradictory of other dimensions such as institutional governance, the rules of careers and academic recruitment and the lack of clear systemic goals to be reached.
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Daraio, Cinzia, and Wolfgang Glänzel. "Tracing the Art of Metrics-Based Research Assessment Through Henk Moed’s Work." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 1–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_1.

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Vanderstraeten, Raf. "“Disciplining” Educational Research in the Twentieth Century." In Peer review in an Era of Evaluation, 53–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-75263-7_3.

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AbstractEducational research expanded rapidly in the twentieth century. This expansion drove the interested “amateurs” out of the field; the scientific community of peers became the dominant point of orientation. Authorship and authority became more widely distributed; peer review was institutionalized to monitor the flow of ideas within the scientific literature; reference lists in journals demonstrated the adoption of cumulative ideals about science. The historical analysis of education journals presented in this chapter looks at the social changes which contributed to the ascent of an “imagined” community of expert peers in the course of the twentieth century. This analysis also helps us in imagining ways in which improvements to the present academic evaluative culture can be made.
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Conference papers on the topic "Evaluative research"

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de Rijcke, Sarah, Tjitske Holtrop, Wolfgang Kaltenbrunner, Jochem Zuijderwijk, Anne Beaulieu, Thomas Franssen, Thed van Leeuwen, et al. "Evaluative Inquiry: Engaging research evaluation analytically and strategically." In "Impact of Social Sciences and Humanities for a European Research Agenda Valuation of SSH in mission-oriented research". fteval - Platform for Research and Technology Policy Evaluation, 2019. http://dx.doi.org/10.22163/fteval.2019.386.

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Sliwa, Jan, and Emmanuel Benoist. "Medical Evaluative Research and Privacy Protection." In 2013 International Conference on Developments in eSystems Engineering (DeSE). IEEE, 2013. http://dx.doi.org/10.1109/dese.2013.31.

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Warren, Aaron R. "The Role of Evaluative Abilities in Physics Learning." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084722.

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Tian, Peng. "Research on the Evaluative System of Service Quality." In 2006 IEEE International Conference on Service Operations and Logistics, and Informatics. IEEE, 2006. http://dx.doi.org/10.1109/soli.2006.329100.

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CHURANOV, Alexander Y. "Using English Evaluative Adjectives in the Function of the Interjection." In DICTUM - FACTUM: from Research to Policy Making. Sibac, 2020. http://dx.doi.org/10.32743/dictum-factum.2020.32-41.

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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.

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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discussion, it seems that teachers need to apply training strategies and implement permanent monitoring in students to promote learning. On the other hand, they must recognize the lower skills that are not internalized in the learners, because these are the starting base to achieve the higher taxonomies. It is concluded that formative evaluation and feedback are effective actions to generate higher taxonomies.
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Babayan, Nairi, and Tsoghik Grigoryan. "AN EVALUATIVE REVIEW OF INNOVATION ADOPTION APPROACHES IN CONDUCTING EDUCATIONAL RESEARCH." In 52nd International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.052.007.

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Perusso, Andre. "A COMPREHENSIVE ACTIVE-BASED LEARNING ENVIRONMENT FOR MANAGEMENT EDUCATION: AN EVALUATIVE STUDY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2197.

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Yano, Kojiro. "Virtual Spaces as Learning Media for Flipped Classroom: An Evaluative Study." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815984.

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Ueda, Mayumi, Yuna Taniguchi, Da Li, Panote Siriaraya, and Shinsuke Nakajima. "A Research on Constructing Evaluative Expression Dictionaries for Cosmetics Based on Word2Vec." In iiWAS2021: The 23rd International Conference on Information Integration and Web Intelligence. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3487664.3487676.

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Reports on the topic "Evaluative research"

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Wooltorton, Sandra, Anne Poelina, Vennessa Poelina, John Guenther, and Ian Perdrisat. Feed the Little Children Evaluative Research Report. Nulungu Research Institute, The University of Notre Dame Australia, 2022. http://dx.doi.org/10.32613/nr/2022.4.

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Taken from executive summary. The purpose of the report is to investigate the social, cultural and health impacts on Broome children and families who are supported through Feed the Little Children Inc. (FTLC) bi-weekly food relief program, and to try to determine what the optimum level of support should be. Researchers have taken an Indigenist research approach, which means that Aboriginal ways, values and goals support research implementation. The research framework focused on the lived experience of the FTLC users and data was collected via conversations with FTLC users’ aunties, grandparents, and long-term Broome residents. The report concludes that Broome children would benefit from a community focus grounded in cultural security for their food provision.
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Holtrop, Tjitske, Ingeborg Meijer, Paula Otero-Hermida, Anestis Amanatidis, Chiara Buongiovanni, Donatella Casale, Claudia Colonnello, et al. Evaluative conversations: Translating between diverse stakeholders in regional RRI projects. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.544.

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Since the summer of 2020, researchers from ten projects pertaining to the Horizon2020 Science with and for Society (SwafS) call have been meeting virtually as the SwafS14 Monitoring and Evaluation ecosystem. Topics of discussion were the trials and tribulations of their regional Responsible Research and Innovation (RRI) projects as well as their strategies for monitoring and evaluation. In this paper we make a first attempt at presenting these issues as problems of translation between different kinds of stakeholders. After an exploration of the diversity of stakeholders and the process of translation in regional RRI, we suggest evaluative conversations as a way of improving regional RRI. We intend to develop this idea in the future and that these conversations will facilitate more responsible and engaged monitoring and evaluation and contribute to better R&I policies.
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Schneuwly, Sonja, and Caroline Chandler. Evaluation of transformational R&I policy: Lessons learned based on a retrospective review of food systems R&I investment in the EU. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.549.

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This paper shares our experience of developing an EU-level baseline for research and innovation (R&I) in food systems, in support of the European Commission’s transformation agenda, with specific reference to the Food 2030 initiative. Food 2030 relates to the EU’s mission-oriented approach to R&I, viewing it within the context of a dynamic food system with multiple dependencies and many different actors. This approach aligns with a growing recognition that, in order to achieve transformational change, the interactions and interdependencies of all components within a given system and its relationship to other systems must be considered. In a transformative R&I system, innovation itself is no longer the endgoal but is viewed as an enabler to solve societal and environmental challenges (the end-objective). Linking such broader outcomes back to specific R&I inputs is not a straightforward endeavour. Furthermore, the inter- and transdisciplinary nature of a systems approach, as well as the nature of systems thinking itself, make it hard to define evaluative boundaries. Traditional public sector approaches to supporting R&I do not align well with such an approach, with implications for evaluating R&I policy. The paper focuses specifically on the novel aspects of the EU’s approach to framing food systems R&I and the evaluation challenges this presents, as well as how we have worked to mitigate these.
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Seus, Sarah, and Maria Stadler. Evaluating a CIty Lab Process in Mannheim's distric Neckarstadt-West: Three main challenges for the evaluation. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.550.

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During the last few years, city labs have emerged as promising formats to address transformative change. The aim of these formats often is to create collaborative spaces in which different stakeholders can jointly experiment with novel solutions for certain problems. While city labs start to establish transdisciplinary research settings, evaluating the effects of a city lab still brings about several chal- lenges. In this contribution, we reflect on three main challenges that emerged in the course of evaluating a city lab in Mannheim’s district Neckarstadt-West. The city lab was conducted as part of the research project SONNET (Social Innovation in Energy Transitions) and aimed to encourage social innovation in energy and thereby enable local energy transition. In the context of evaluating the city lab, we identified three main challenges that were related to a) evaluating an ongoing and open process, b) external shocks (especially in the context of the COVID-19 pandemic) and c) evaluating new forms of innovation under the concept of ‘social innovation’. The main achievement of this evaluation was to trace the process of a city lab and identify changes in objectives as well as the engagement of different stakeholder groups. However, an evaluation of the city lab’s outcomes remains challenging due to the openness of the process. This suggests rethinking linear evaluation models in favour of co-designing evaluation criteria in the course of the city lab process.
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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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Mattern, Julius. SNSF Datastory - Central role in the evaluation procedures: The evaluation panels and their members. Swiss National Science Foundation, December 2021. http://dx.doi.org/10.46446/datastory.central-role-of-evaluation-panels.

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Ton, Giel, Keetie Roelen, Neil Howard, and Lopita Huq. Social Protection Intervention: Evaluation Research Design. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/clarissa.2022.004.

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This paper describes the research design for investigating and evaluating the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) social protection cash-plus intervention in a slum in Dhaka, Bangladesh. After an introductory section, the second section elaborates on contribution analysis – the methodological approach underpinning the research design. The third section provides an overview of the intervention, and the fourth explores the overall design of the evaluation, its guiding framework, and the timeline of the intervention rollout and data collection. The fifth and sixth sections address the project’s suite of quantitative and qualitative methods, and the approach to data analysis. Using four panel surveys, bi-monthly monitoring, in-depth interviews, group discussions and direct observations, the research will zoom in on specific behaviours. First, at the individual level, we want to learn how people adopt alternative livelihoods in response to the intervention. Second, at the household level, we consider how community mobilisation and cash transfers help households to resolve intra‑household problems. Third, at the group level, we consider how groups manage collective action in response to community mobilisation. For each of these behaviour change outcomes, we want to understand the realist evaluation question, ‘Why does the intervention work, for whom, and under what conditions?’ We also want to assess whether these new behaviours change the propensity for children to be involved in the worst forms of child labour.
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Landon, Tess, and Harald Hochreiter. Randomised controlled trials and other experimental approaches in the Austrian Research Promotion Agency. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.554.

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The objective of this paper/presentation is to highlight how experimental approaches, specifically Randomised Controlled Trials (RCTs), can be leveraged to evaluate and measure the impact of new programmes, support programme development and test new services in funding and innovation agencies. RCTs are seen in many facets of public policy, however RCTs as a method for innovation agencies to evaluate new initiatives is relatively new. We present three RCTs implemented in the Austrian Research Promotion Agency (FFG) that have received funding from the European Union’s Horizon 2020 research and innovation programme. The trials are implemented to evaluate the effectiveness of new measures intended to help strengthen R&I in start-ups and SMEs. Through these three examples, we aim to demonstrate the advantages in which RCTs can augment the evaluation of new services as well as challenges that come with implementing RCTs. For one RCT, we will present final results. Two RCTs are ongoing, and we will present the trial design. We also discuss the operational aspects of incorporating experimentation in an innovation agency.
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Silva, Martha, and Jonathan Walker. How to leverage social listening to inform social and behavior change programs. Population Council, October 2022. http://dx.doi.org/10.31899/sbsr2022.1034.

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Developed by Breakthrough RESEARCH, this guide will provide social and behavior change (SBC) program implementers, as well as monitoring, evaluation, and research practitioners with information needed to apply social media monitoring and social listening techniques to inform and evaluate campaigns that make use of social media platforms and other internet-based channels, and highlights where additional or external resources, partnerships, or tools may be needed.
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Robinson, W. Evaluation of thin flexible pavements under simulated aircraft traffic. Engineer Research and Development Center (U.S.), December 2020. http://dx.doi.org/10.21079/11681/39161.

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A full-scale airfield pavement test section was constructed and trafficked by the U.S. Army Engineer Research and Development Center (ERDC) to evaluate the performance of relatively thin airfield pavement structures. The test section consisted of 16 test items that included three asphalt pavement thicknesses and two different aggregate base courses. The test items were subjected to simulated aircraft traffic to evaluate their response and performance to realistic aircraft loads and to evaluate the effect of reductions in tire pressure on thin asphalt pavement. Rutting behavior, pavement cracking, instrumentation response, and falling weight deflectometer response were monitored at selected traffic intervals. The results of this study were used to extend existing Department of Defense pavement design and evaluation techniques to include the evaluation of airfield pavement sections that do not meet the current criteria for aggregate base quality and minimum asphalt concrete surface thickness. These performance data were used to develop new aggregate base failure design curves using existing stress-based design methodology.
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