Articoli di riviste: "Evaluative research"

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Riyard, Ag Kaifah. "Risk Disclosure Research Trends: Bibliometric Evaluative Study". International Journal of Psychosocial Rehabilitation 24, n. 5 (31 marzo 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, n. 1 (19 maggio 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 e Joseph A. Cafazzo. "The Service of Research Analytics to Optimize Digital Health Evidence Generation: Multilevel Case Study". Journal of Medical Internet Research 21, n. 11 (11 novembre 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, n. 8 (agosto 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, n. 2(50) (16 giugno 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, n. 2 (febbraio 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, n. 3 (marzo 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, n. 4 (aprile 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, n. 2 (giugno 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, n. 3 (136) (18 ottobre 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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Ma, Lai, e Michael Ladisch. "Evaluation complacency or evaluation inertia? A study of evaluative metrics and research practices in Irish universities". Research Evaluation 28, n. 3 (16 aprile 2019): 209–17. http://dx.doi.org/10.1093/reseval/rvz008.

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Abstract Evaluative metrics have been used for research assessment in most universities and funding agencies with the assumption that more publications and higher citation counts imply increased productivity and better quality of research. This study investigates the understanding and perceptions of metrics, as well as the influences and implications of the use of evaluative metrics on research practices, including choice of research topics and publication channels, citation behavior, and scholarly communication in Irish universities. Semi-structured, in-depth interviews were conducted with researchers from the humanities, the social sciences, and the sciences in various career stages. Our findings show that there are conflicting attitudes toward evaluative metrics in principle and in practice. The phenomenon is explained by two concepts: evaluation complacency and evaluation inertia. We conclude that evaluative metrics should not be standardized and institutionalized without a thorough examination of their validity and reliability and without having their influences on academic life, research practices, and knowledge production investigated. We also suggest that an open and public discourse should be supported for the discussion of evaluative metrics in the academic community.

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Men, Yan Zhong. "Research on the Application of Fuzzy Neural Network in the Automobile Reliability". Advanced Materials Research 136 (ottobre 2010): 77–81. http://dx.doi.org/10.4028/www.scientific.net/amr.136.77.

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The data of engine failures about automobile operating in field conditions was collected by running engine failure tracking tests. An evaluative model was established using the theory of Fuzzy Neural Network (FNN) for the automobile “using reliability, based on the data of failures about automobiles, finally, the evaluative result for the automobile” using reliability was obtained by evaluative model of reliability. The result of research can be used as references for the improvement of reliability and maintainability of automobile engines, and for the establishment of maintenance strategy, and it also laid a theoretical foundation for studying the improvement of evaluation method for the automobiles' reliability as well.

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Bednarek, Monika. "‘An increasingly familiar tragedy’". Evaluation in text types 15, n. 1 (7 aprile 2008): 7–34. http://dx.doi.org/10.1075/fol.15.1.03bed.

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Evaluation — the function and usage of language to express the speaker’s or writer’s opinion — has only relatively recently become the object of systematic linguistic research, for example in stance or appraisal analysis. This paper proposes an alternative, corpus-based approach to evaluation which assumes that there are at least ten different meaning dimensions (parameters) along which speakers can evaluate aspects of the world. This framework helps to explain the complexity of evaluation, and in particular what is here called evaluative interplay or combination: the expression of more than two evaluative parameters at the same time, which can be realized by evaluative conflation (evaluations signalled by one and the same linguistic item) and evaluative collocation (evaluations signalled by different linguistic items). Both the parameter-based framework and evaluative interplay are illustrated with a number of examples from authentic discourse (mostly from British newspapers).

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Hyland, Ken, e Polly Tse. "Evaluative that constructions". Functions of Language 12, n. 1 (22 marzo 2005): 39–63. http://dx.doi.org/10.1075/fol.12.1.03hyl.

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The study of interpersonal features of academic texts, through which writers evaluate their material and engage their readers, has been one of the most productive areas of discourse studies of the past decade. Scholarly writing involves adopting a position and persuading readers of claims, and the linguistic resources used to achieve these goals have been described in terms of evaluation, stance and metadiscourse. A relatively overlooked interpersonal feature however is what we shall call evaluative that constructions, a structure which allows a writer to thematize attitudinal meanings and present an explicit statement of evaluation by presenting a complement clause within a super-ordinate clause. In this paper we explore the disciplinary variations in the frequencies, forms and functions of evaluative that structures in 240 research article abstracts from six disciplines. We find that this structure is widely employed in these abstracts, about once every five sentences, and is an important means of providing author comment and evaluation. Evaluative that therefore helps writers to manage their discourse in various ways and to signal a clear stance towards the information they present.

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Krüger, Anne K., e Sabrina Petersohn. "From Research Evaluation to Research Analytics. The digitization of academic performance measurement". Valuation Studies 9, n. 1 (21 dicembre 2022): 11–46. http://dx.doi.org/10.3384/vs.2001-5992.2022.9.1.11-46.

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One could think that bibliometric measurement of academic performance has always been digital since the computer-assisted invention of the Science Citation Index. Yet, since the 2000s, the digitization of bibliometric infrastructure has accelerated at a rapid pace. Citation databases are indexing an increasing variety of publication types. Altmetric data aggregators are producing data on the reception of research outcomes. Machine-readable persistent identifiers are created to unambiguously identify researchers, research organizations, and research objects; and evaluative software tools and current research information systems are constantly enlarging their functionalities to make use of these data and extract meaning from them. In this article, we analyse how these developments in evaluative bibliometrics have contributed to an extension of indicator-based research evaluation towards data-driven research analytics. Drawing on empirical material from blogs and websites as well as from research and policy papers, we discuss how interoperability, scalability, and flexibility as material specificities of digital infrastructures generate new ways of data production and their assessment, which affect the possibilities of how academic performance can be understood and (e)valuated.

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Pal, Jiban K., e Soumitra Sarkar. "Evaluation of Institutional Research Productivity". DESIDOC Journal of Library & Information Technology 40, n. 01 (17 febbraio 2020): 406–17. http://dx.doi.org/10.14429/djlit.40.01.14804.

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The quantification of scholarly performance has become an obvious necessity in many academic pursuits. Evaluation of research output is therefore an integral element of R&D institutions worldwide. However the quality- weighted dimensions of quantity are gaining momentum. Consequently, a good number of evaluative studies on publication productivity have been made available in scientometric literature. This paper critically scrutinises the literature on research productivity concerning scientific institutions (include universities and departments) in an informational context. It provides a thorough review to map the quantum of knowledge relating to ‘institutional research productivity’ correlating the Indian vista. It is, however, indicative to find the gaps and shortcomings in this specialty of research; hence enunciate the issues both attended and unattended. The paper also offers a few recommendations to undertake evaluative studies with caution. Thus it shows a coherent picture of this emerging area in the sociology of science.

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Shao, Guo Xia, e Lei Wang. "Research on Assessment Model for the Indirect Economic Benefit of Solid Waste Sanitary Landfill". Advanced Materials Research 779-780 (settembre 2013): 1272–75. http://dx.doi.org/10.4028/www.scientific.net/amr.779-780.1272.

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With the help of fuzzy mathematics theory, the assessment model for indirect economic benefit of municipal solid waste sanitary landfill project is established--the triangular fuzzy multi-index group evaluation model. Based on the above study, the author synthetically makes an evaluation on the indirect economic benefits of municipal solid waste sanitary landfill project , which can better the quantitative and evaluative system for indirect economic benefits of municipal solid waste, and meanwhile verify the quantative and evaluative model .

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Gagné, Jean-Pierre, Stéphane McDuff e Louise Getty. "Some Limitations of Evaluative Investigations Based Solely on Normed Outcome Measures". Journal of the American Academy of Audiology 10, n. 01 (gennaio 1999): 46–62. http://dx.doi.org/10.1055/s-0042-1748330.

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AbstractThe present article argues that evaluative research in audiologic rehabilitation should be consistent with contemporary conceptual frameworks of rehabilitation. Moreover, comprehensive evaluative research investigations should include an evaluation of (1) the process of intervention and (2) the impacts and consequences of the intervention program. An approach to rehabilitation based on the principle that intervention should be viewed as a solution-centered problem-solving process is outlined. Then, three illustrative cases are described and compared from the perspective of traditional evaluative research paradigms and from the perspective that audiologic rehabilitation is a solution-centered problem-solving process. Some shortcomings of traditional approaches to evaluative research are discussed. Finally, some guidelines that could lead to the development of comprehensive evaluative research in rehabilitation are outlined.

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Hartz, Zulmira de Araújo. "'Undisciplinary' comments from evaluative research in health". Ciência & Saúde Coletiva 13, n. 6 (dicembre 2008): 1713–14. http://dx.doi.org/10.1590/s1413-81232008000600005.

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Smith, Michael J. "Book Review: Evaluative Research for Social Workers". Social Casework 66, n. 1 (gennaio 1985): 61–62. http://dx.doi.org/10.1177/104438948506600110.

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Gagné, Jean-Pierre. "Reflections on Evaluative Research in Audiological Rehabilitation". Scandinavian Audiology 27, n. 4 (gennaio 1998): 69–79. http://dx.doi.org/10.1080/010503998420685.

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Mockett, Simon. "Evaluative Research Methodology in Nursing and Healthcare". Physiotherapy 86, n. 3 (marzo 2000): 162. http://dx.doi.org/10.1016/s0031-9406(05)61174-1.

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Black, Nick. "The relationship between evaluative research and audit". Journal of Public Health 14, n. 4 (dicembre 1992): 361–66. http://dx.doi.org/10.1093/oxfordjournals.pubmed.a042773.

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Oliveira, Sonja, e Martin Sexton. "Conflict, contradiction, and concern: judges' evaluation of sustainability in architectural awards". Architectural Research Quarterly 20, n. 4 (dicembre 2016): 325–32. http://dx.doi.org/10.1017/s1359135517000069.

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This paper explores how judges evaluate sustainability of buildings in RIBA award settings in the UK. A qualitative approach drawing on institutional theory is used to understand the ways judges legitimate particular evaluative views. Aesthetics and Sustainability focused logics are found to guide the evaluative legitimation process. An Aesthetics focused logic is characterised by reliance on expertise, ‘professionalism’ and perceptions of fair practice, whereas a Sustainability focused logic prioritises moral responsibility, scientific evidence and personal experience. Evaluating sustainability was characterised by conflict, concern and contradiction between and within the logics. Evaluation here is seen as a process of constant negotiation between conflicting priorities and managing wider expectations. Different perceptions of what counts in terms of judges’ understandings of legitimacy whether from the profession or wider society were found to provide a way of compliance or commitment to a particular evaluative view of sustainability.Implications of the findings are threefold. First, the analysis shows a way of studying sustainability evaluation in the architectural domain that shifts the literature's dominant focus on technical features to a consideration of the social context, the profession, awards and other evaluative issues including aesthetics. Second, the discussion draws attention to the importance of examining understandings of sustainability evaluation in view of the legitimacy sources judges draw on from the profession, the awards or wider society to justify particular decisions. Finally the study reveals some of the often overlooked difficulties in evaluating sustainability including negotiating conflicts between competing values including aesthetics versus sustainability, challenges in judging scientific evidence and the need for expert legitimation regarding sustainability decisions. The paper concludes with a discussion of the contribution of empirical and theoretical analysis of sustainability evaluation for research in awards as well as the built environment more generally including the study of uncertainty in evaluative design practice.

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Kovalchuk, Yu. "EVALUATED PREDICATES AS A MECHANISM OF REALIZATION ASSESSMENTS IN MODERN CHINESE LANGUAGE". MESSENGER of Kyiv National Linguistic University. Series Philology 25, n. 1 (26 agosto 2022): 70–78. http://dx.doi.org/10.32589/2311-0821.1.2022.263115.

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The article deals with the description of the evaluative predicates as a mechanism for realizing evaluation in Modern Chinese. In order to fundamentally define and systematize the means of realization of the category of evaluation and evaluative predicates in Chinese, the research considers such concepts as “evaluation”, “linguistic picture of the world”, “evaluative predicate”. The author analyzes a wide range of investigations by foreign, Chinese in particular, and domestic sinologists, aimed at highlighting the features of the evaluative predicates, as it has helped to make a thorough systematization of the research of evaluative predicates and a mechanism for realizing evaluation in Modern Chinese. The study determines that the concept of evaluation should be considered inseparable from the Chinese linguistic worldview, which is the result of the process of learning about the surrounding reality (history, culture, language, etc.) of a certain people. The cultural heritage of China covers all spheres of activity of the Chinese and has a significant influence on the process of forming the worldview of the Chinese people, in particular, on their thinking. The author concludes that the evaluative predicate represents the most meaningful and informatively loaded part of the judgment, which contains the evaluation of a person (speaker or nominal group specified in the sentence) in relation to the objective world (situation or person). The research classifies evaluative predicates that determine a person’s subjective evaluation of an object from the objective world. It considers the mechanisms of evaluation implementation in Modern Chinese and systematizes the classification of evaluation means.

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Pacilli, Maria Giuseppina, Miretta Prezza e Emanuela Zampatti. "Un'esperienza di ricerca realizzata nel progetto di home visiting "Raggiungere gli irraggiungibili": una action research?" PSICOLOGIA DI COMUNITA', n. 2 (febbraio 2009): 67–74. http://dx.doi.org/10.3280/psc2008-002008.

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- The aim of the present work was to examine whether and how a research performed in the "Raggiungere gli irraggiungibili" Italian home visiting project may be considered an action research experience. The authors analyzed this research experience "two studies about the mothers-nurses relationship applying the five phases (diagnosing, action planning, taking action, evaluating, specifying learning) of the Susman's cyclical model of the action research. Moreover, since the evaluative research may adopt the action research methodology, the research experience of the home visiting project was examined applying the practical participatory evaluation approach. Keywords: home visiting, participatory evaluation, action research, practical participatory Evaluation

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Korniienko, Inokentii O., e Beata V. Barchi. "Youth’s Life Space Narrative Research". Journal of Intellectual Disability - Diagnosis and Treatment 9, n. 3 (1 giugno 2021): 172–81. http://dx.doi.org/10.6000/2292-2598.2021.09.02.3.

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The current study aims to distinguish objects and events, which teens and adolescents include in their life's spaces, explore differences in attitudes towards life spaces, and determine the level of life's space satisfaction of the youth via narrative psycholinguistic research. Methods: Methodological approaches inhered in interviewing and content analysis of the texts by calculating the frequency and investigating the components of the life's space category references that were defined based on the narrative compositions. The validity of categorisation was proved by propositional analysis. Spearman's rank correlation method was used. Results: The research results showed that stories people tell us holds powerful sway over their memories, behaviours, and identities. The youth's space was analysed within three content blocks: structural, interpretational, and evaluative. The structural block defined categories: people; city; habitable space; educational institution; social environment and information; activity; nature; state and patriotism; the inner world. The interpretational block analysis defined interpretational judgments and attributions of the responsibility for actions and changes in the participants' lives. The evaluative block analysis revealed the significant differences between teenagers and adolescents and between females and males in terms of life's space evaluation. Conclusions: The structure of teens’ and adolescents’ live space is similar, but its interpretation and evaluation are significantly different. Proceeding from teenage to adolescence is followed by such changes as growing dissatisfaction of the existing life's space and the wish to change it; growing internality, i.e., understanding personal responsibility of the life's space formation.

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Mcdiarmid, Tracy, Alejandra Pineda e Amanda Scothern. "We are women! We are ready! Amplifying women’s voices through feminist participatory action research". Evaluation Journal of Australasia 21, n. 2 (giugno 2021): 85–100. http://dx.doi.org/10.1177/1035719x21998479.

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Gender equality requires incremental and transformative change which occurs over generations. Strengthening women’s movements through collective action and learning is a key strategy in achieving such change. Capturing those changes in the voices of diverse women is critical to ethical, feminist, participatory evaluation. The purpose of this article is to explore the strengths, benefits and challenges in using Feminist Participatory Action Research (FPAR) to evaluate a women’s leadership programme. This article demonstrates the rationale and context for FPAR providing a brief overview of feminist approaches to evaluation and an outline of the key elements of FPAR that have influenced recent evaluative activities by the International Women’s Development Agency (IWDA). The case study of the Women’s Action for Voice and Empowerment (WAVE) programme is then presented to demonstrate the application of FPAR. Findings indicate the potential of this framework to influence evaluation design to strengthen the capacity of diverse women as co-evaluators; build on and generate knowledge as a resource of and for the women who create, own and share it; and, design evaluative spaces that promote authentic and inclusive forms of evidence. This article discusses insights from the findings, reflections and the lessons learned on using a FPAR framework.

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Khosravi, Hassan, George Gyamfi, Barbara E. Hanna, Jason Lodge e Solmaz Abdi. "Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment". Journal of Learning Analytics 8, n. 3 (3 novembre 2021): 117–32. http://dx.doi.org/10.18608/jla.2021.7206.

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The value of students developing the capacity to accurately judge the quality of their work and that of others has been widely studied and recognized in higher education literature. To date, much of the research and commentary on evaluative judgment has been theoretical and speculative in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgment. The efficacy of the strategies remains largely untested. The rise of educational tools and technologies that generate data on learning activities at an unprecedented scale, alongside insights from the learning sciences and learning analytics communities, provides new opportunities for fostering and supporting empirical research on evaluative judgment. Accordingly, this paper offers a conceptual framework and an instantiation of that framework in the form of an educational tool called RiPPLE for data-driven approaches to investigating the enhancement of evaluative judgment. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgment, are presented.

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Men, Yan Zhong, e De Tang Zou. "Research on the Application of Fuzzy Neural Network in the Tobacco Heights Department of Tractor Reliability". Applied Mechanics and Materials 152-154 (gennaio 2012): 1899–903. http://dx.doi.org/10.4028/www.scientific.net/amm.152-154.1899.

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The data of engine failures about tobacco Heights Department of tractor operating in field conditions was collected by running engine failure tracking tests. An evaluative model was established using the theory of Fuzzy Neural Network(FNN) for the tractor ' using reliability, based on the data of failures about tractors, the observed values of the reliability standards were made out and the degree of subordination was figured out, finally, the evaluative result for the tractors ' using reliability was obtained by evaluative model of reliability. The result of research can be used as references for the improvement of reliability and maintainability of tractor engines, and for the establishment of maintenance strategy, and it also lay a theoretical foundation for studying the improvement of evaluation method for the tobacco Heights Department of tractor ' reliability as well.

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Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks". Journal of Educational and Psychological Studies [JEPS] 8, n. 4 (1 dicembre 2014): 605–16. http://dx.doi.org/10.53543/jeps.vol8iss4pp605-616.

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The purpose of this study was two-fold: first, to develop a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second, to involve teachers in the evaluation process. Three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools? (2) To what extent do the textbooks match the evaluative criteria? (3) Does teachers' evaluation of textbooks vary according to gender and experience? An evaluation checklist including 42 criteria in question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions used the checklist to evaluate the grade 10 textbooks of the Basic Education stage. Data analysis showed that the evaluative criteria are reflected to some extent in the textbooks and that there was no statistically significant difference in teachers' evaluations of the textbooks due to gender and experience. It was recommended that EFL textbooks be evaluated and teachers be involved in the evaluation process. In addition, the Colleges of Education should offer a course on textbook evaluation.

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Al-Humaidi, Salma. "Teachers' Evaluation of the Omani EFL Basic Education Textbooks". Journal of Educational and Psychological Studies [JEPS] 8, n. 4 (1 dicembre 2014): 605. http://dx.doi.org/10.24200/jeps.vol8iss4pp605-616.

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Abstract (sommario):

The purpose of this study was two-fold: first, to develop a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second, to involve teachers in the evaluation process. Three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools? (2) To what extent do the textbooks match the evaluative criteria? (3) Does teachers' evaluation of textbooks vary according to gender and experience? An evaluation checklist including 42 criteria in question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions used the checklist to evaluate the grade 10 textbooks of the Basic Education stage. Data analysis showed that the evaluative criteria are reflected to some extent in the textbooks and that there was no statistically significant difference in teachers' evaluations of the textbooks due to gender and experience. It was recommended that EFL textbooks be evaluated and teachers be involved in the evaluation process. In addition, the Colleges of Education should offer a course on textbook evaluation.

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Meister, David. "Relevance and Representativeness in HFE Research". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, n. 10 (ottobre 1998): 675–78. http://dx.doi.org/10.1177/154193129804201002.

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As part of a continuing program of research into HFE research characteristics (Meister, 1997), papers published in the 1996 and 1997 HFES Proceedings were analyzed in terms of two constructs: relevance and representativeness. These are of course evaluative criteria, and there may be those who believe that the evaluation of research is unwarranted, because the only research obligation is to add to the science knowledge base. This criterion, however, does not discriminate between good and poor research, unless one believes that all research, however trivial, is worthwhile.

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Poorman, Susan G., e Melissa L. Mastorovich. "Teacher Stories of Blame When Assigning a Failing Grade". International Journal of Nursing Education Scholarship 11, n. 1 (1 gennaio 2014): 91–100. http://dx.doi.org/10.1515/ijnes-2013-0081.

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AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.

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Austen, Liz. "Supporting the evaluation of academic practices". Journal of Perspectives in Applied Academic Practice 9, n. 2 (5 agosto 2021): 3–6. http://dx.doi.org/10.14297/jpaap.v9i2.470.

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In this paper, ten principles for evaluating blended teaching and learning in an age of Covid-19 (Austen 2020) are discussed with specific suggestions for academic practice/practitioners; Evaluation Strategy, Student Involvement, Rationale for Change, Comparisons, Data Types, Standards of Evidence, Indicators of Success, Evaluation Research, Review, Resource and Capacity. The initial reflections (July 2020) focused on supporting the higher education sector with institution-wide evaluations, as this was the strategic and regulatory pressure at that time. However, institutional evaluations are only possible if they are fed by a local evidence base. In this opinion piece, the ten evaluative principles are reframed to encourage evaluative thinking by academic practitioners, and particularly those defined as early adopters. This piece encourages institutions and practitioners to reframe an emphasis on evaluation methods into a critical space of evaluative thinking whilst appreciating the contingent factors of their institution and its stakeholders.

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Evia Ricalde, Ena, e Rosario Arroyo González. "La evaluación de las competencias del docente-tutor en línea en el marco de un Programa de Formación Literaria Virtual". Profesorado, Revista de Currículum y Formación del Profesorado 22, n. 1 (1 marzo 2018): 599–623. http://dx.doi.org/10.30827/profesorado.v22i1.9944.

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Resumen:El presente artículo describe los resultados de una investigación basada en el Modelo Contextual de Competencias del Docente-Tutor que comprende los ejes: Pedagógico, Organizacional, Social, Técnico, Evaluativo y Ético; y las competencias transversales que aluden a los ejes: pedagógico-técnico, social–técnico y evaluativo-técnico. Para llevar a cabo la investigación se ha utilizado un enfoque descriptivo a fin de comprender las perspectivas de los docentes-tutores pertenecientes al Programa de Formación Literaria Virtual (PFLV) mediante una encuesta en formato digital. Entre los hallazgos encontrados resaltan las necesidades de capacitación en los aspectos técnicos y evaluativos. Esta investigación ha permitido propiciar la reflexión de los docentes sobre sus conocimientos, experiencias y prácticas. Abstract:This paper describes the results of a research on the Contextual Model of Competencies for Online Teachers. This model comprises different axes that includes Pedagogical, Organizational, Social, Technical, Evaluative and Ethics competencies as well as crosscutting axes like technical-pedagogical, social-technical and technical-evaluative competencies. This research used a descriptive approach applying a digital survey to understand the perspectives of the online teachers of the Literary Virtual Training Program (LVTP). The findings show training needs in technical and evaluative aspects. This research encourages the reflection of teachers about their knowledge, experiences and practices.

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Marakhovskaya, Ksenia A. "LINGUISTIC REPRESENTATION OF EVALUATIVE PARAMETERS IN SPORTS COMMENTARY". Sovremennye issledovaniya sotsialnykh problem 14, n. 2 (30 giugno 2022): 323–35. http://dx.doi.org/10.12731/2077-1770-2022-14-2-323-335.

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Background. A skill to evaluate different objects and phenomena of the objective reality establishes the nature of the interaction of the individual with the surrounding environment. This skill is considered to be one of the most important constituents of human cognitive activity. The necessity to evaluate develops human thinking. Since evaluation causes high interest of the readers in the sporting event, it is of prime importance to analyze the ways of linguistic representation of evaluative parameters in sports commentary. Purpose. The article finds out and considers the evaluative parameters and their linguistic representation. Materials and methods. The research material comprises 4 football scripts taken from the Sportsmole sports website (https://www.sportsmole.co.uk). The componential and definitional analysis as well as discourse and contextual analysis together with the pragmatic and cognitive methods were used in the analysis of the scripts. Results. The results of the research study showed that high level of evaluation is very typical of the speech of the sports online commentator. Following classifications were presented: according to the subject of evaluation, to the scale of evaluation and the presence of an emotional component as well as an absolute and relative types of evaluation. A rational component in the commentator’s evaluative speech was investigated. It is considered to be a result of thinking activity of the addresser and is not connected with his or her emotions. An emotional component which is closely linked to inner feelings and emotions was also analyzed. A conclusion was drawn that the speech of sports commentators is characterized by explicit and implicit evaluation. Practical implications. The results of the research study contribute to the theoretical aspects development in the field of pragmatic linguistics and sports discourse. They can also be used in the lectures on pragmatic linguistics and lessons of the English language. The paper is of particular interest to the researchers of sports discourse and online commentary.

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Page, JR, MN Hunter e W. Easdown. "The economic evaluation of crop research proposals". Australian Journal of Experimental Agriculture 31, n. 6 (1991): 825. http://dx.doi.org/10.1071/ea9910825.

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This paper describes a simple evaluative procedure that scientists can use to measure the relative profitability of crop research proposals. The procedure used a series of questions about the expected benefits and costs of projects. The resultant cash flow budgets were then subjected to a standard investment evaluation procedure called discounted cash flow analysis. The measures of profitability used were the net present value (NPV) and the internal rate of return (IRR). An evaluation of 17 project proposals for legume research in central Queensland gave IRR values ranging from negative to 147%. The NPV ranged from -$A189000 to +$14.5 million. This range of profitability is probably typical of research proposals for rural industries. It demonstrates the worth of evaluating proposals so that only the most profitable projects are funded. This procedure was easy to use and was well accepted by most scientists. The inclusion of economic evaluations, as described here, with applications for rural research funds is expected to strengthen the case for and improve the chances of funding.

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Štaffenová, Daniela, Pavol Durica, Peter Juras e Ján Rybárik. "Evaluative Case Study in Lightweight Wooden Wall Research". Applied Mechanics and Materials 887 (gennaio 2019): 56–63. http://dx.doi.org/10.4028/www.scientific.net/amm.887.56.

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This presented article deals with two newly designed experimental walls with different measuring sections (5 for each lightweight wooden wall). All fragments meet the standards required for zero and energy-plus buildings, which would be mandatory in Slovakia from the year 2020. The experimental walls are located in central Europe (town Zilina, Slovakia). Description of individual test sections, the measuring technology, data collection, interior technical equipment and outdoor boundary conditions monitoring are introduced. In the future, the experimental research should progressively combine theoretical calculations with real measurement and computer HAM simulation. In this paper, the focus is aimed to the temperature profiles in wall fragments during seven days chosen from the spring period in the year 2017. The results were graphically presented and evaluated from a point of view of continuous temperature measurement in the structure, exterior boundary conditions, wall orientation and surface character (material, color). Also further intensions of research are drawn.

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Raine, Rosalind, Ray Fitzpatrick e John de Pury. "Challenges, solutions and future directions in evaluative research". Journal of Health Services Research & Policy 21, n. 4 (20 agosto 2016): 215–16. http://dx.doi.org/10.1177/1355819616664495.

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JONES, PETER R. "QUALITY MATTERS: FOR PROGRAM DEVELOPMENT AND EVALUATIVE RESEARCH". Criminology Public Policy 5, n. 3 (agosto 2006): 571–74. http://dx.doi.org/10.1111/j.1745-9133.2006.00396.x.

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Thijs, B., E. Zimmerman, J. Bar-Ilan e W. Glanzel. "Israeli research institutes: a dynamic and evaluative perspective". Research Evaluation 18, n. 3 (1 settembre 2009): 251–60. http://dx.doi.org/10.1093/rev/18.3.251.

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Corbin, Juliet M., e Anselm Strauss. "Grounded theory research: Procedures, canons, and evaluative criteria". Qualitative Sociology 13, n. 1 (1990): 3–21. http://dx.doi.org/10.1007/bf00988593.

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KOZAKI, Miki, Marina NISHIKAWA, Kotaroh HIRATE e Naoyuki SUZUKI. "RESEARCH ON IMPRESSION EVALUATIVE WORDS OF INTERIOR DESIGN". Journal of Environmental Engineering (Transactions of AIJ) 84, n. 766 (2019): 1031–39. http://dx.doi.org/10.3130/aije.84.1031.

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Smallman, Rachel, e Brittney Becker. "Motivational Differences in Seeking Out Evaluative Categorization Information". Personality and Social Psychology Bulletin 43, n. 7 (11 maggio 2017): 1020–32. http://dx.doi.org/10.1177/0146167217704191.

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Previous research shows that people draw finer evaluative distinctions when rating liked versus disliked objects (e.g., wanting a 5-point scale to evaluate liked cuisines and a 3-point scale to rate disliked cuisines). Known as the preference-categorization effect, this pattern may exist not only in how individuals form evaluative distinctions but also in how individuals seek out evaluative information. The current research presents three experiments that examine motivational differences in evaluative information seeking (rating scales and attributes). Experiment 1 found that freedom of choice (the ability to avoid undesirable stimuli) and sensitivity to punishment (as measured by the Behavior Inhibition System/Behavioral Approach System [BIS/BAS] scale) influenced preferences for desirable and undesirable evaluative information in a health-related decision. Experiment 2 examined choice optimization, finding that maximizers prefer finer evaluative information for both liked and disliked options in a consumer task. Experiment 3 found that this pattern generalizes to another type of evaluative categorization, attributes.

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N. Krishnaswamy, N. Krishnaswamy, e Jayaraman S. Jayaraman.S. "Usage of Library Information Sources by Research Scholars: An Evaluative Study of Karpagam University". Indian Journal of Applied Research 3, n. 9 (1 ottobre 2011): 50–51. http://dx.doi.org/10.15373/2249555x/sept2013/89.

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King, Melanie Rose Nova, Ray J. Dawson, Steve J. Rothberg e Firat Batmaz. "Utilizing a realist evaluative research approach to investigate complex technology implementations". Journal of Systems and Information Technology 19, n. 1/2 (13 marzo 2017): 22–41. http://dx.doi.org/10.1108/jsit-04-2017-0027.

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Purpose This study aims to investigate the effectiveness of a theory-driven realist evaluative research approach to better understand complex technology implementations in organizations. Design/methodology/approach An institution wide e-learning implementation of lecture capture (LC), within a UK University, was chosen, and a realist evaluation framework was used, tailored for educational technology. The research was conducted over four, increasingly focused, evaluation cycles combining engagement analytics, user interviews and theory to refine what works (or does not work), for whom, in which contexts and why. Findings Despite explicit demand and corresponding investment, overall student engagement is lower than expected. Increased student use appears linked to particular staff attitudes and behaviours and not to specific disciplines or course content. The main benefits of LC are providing reassurance to the majority, aiding revision and understanding for the many and enabling catch-up for the few. Recommendations for future research are based on some unexpected outcomes uncovered, including evolving detrimental student behaviours, policy development based on technological determinism and future learner-centred system development for next-generation LC technologies. Practical implications The realist approach taken, and evaluation framework used, can be adopted (and adapted) for future evaluative research. Domain specific reference models, categorizing people and technology, supported analysis across multiple contexts. Originality/value This study responds to a call for more theory-based research in the field of educational technology. The authors demonstrate that a theory-driven approach provides real and practical recommendations for institutions and allows for greater insight into the political, economic and social complexity of technology implementation.

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Schwab, Oliver. "Seckelmann, Margit (2018). Evaluation und Recht. Strukturen, Prozesse und Legitimationsfragen staatlicher Wissensgewinnung durch (Wissenschafts-)Evaluationen. Jus Publicum 2073. Tübingen: Mohr Siebeck. 685 Seiten. ISBN 978-3-16-154390-6". der moderne staat – Zeitschrift für Public Policy, Recht und Management 12, n. 1-2019 (24 giugno 2019): 236–40. http://dx.doi.org/10.3224/dms.v12i1.18.

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“Evaluation and Law“ deals with the „social construction of quality in science and the ways of coddling it legally“ (Seckelmann, 2018, S. 20). Although clearly juridical, the study is also strongly interdisciplinary reflecting insights from sociology, political and administrative sciences and evaluation research. Between the constitutional guarantee of free research and the efforts to organise universities efficiently, evaluative procedures changed the university system significantly (projectification, complexity, etc.). From a legal perspective, these procedures need to be adequate for research, and simultaneously respect the limits set by the constitution in organisational and procedural terms. This requires public bodies to conceptualize evaluative procedures ex ante in the form of an evaluation legislation defining the purpose, procedure and potential use of evaluative procedures. The study is not only dealing with evaluation in a strict sense, but with different instruments of new public management. Specifically the visible tensions at the edge of disciplinary boundaries provoke interesting insights and questions.

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Berard, Tim J. "Evaluative Categories of Action and Identity in Non-Evaluative Human Studies Research: Examples from Ethnomethodology". Qualitative Sociology Review 1, n. 1 (15 agosto 2005): 5–30. http://dx.doi.org/10.18778/1733-8077.1.1.02.

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Ethnomethodologists have emphasized the pragmatic and contextual nature of description as a variety of social practice, and have suggested the ramifications of this insight for the methodology and philosophy of the social sciences. However, ethnomethodologists have thereby invited difficult questions about the moral and analytic status of their own descriptions. Drawing on Atkinson’s study of suicide verdicts and Coulter’s writings on schizophrenia, ethnomethodological scholarship is shown to display the possibility and promise of disinterested description, even when the subject matter involves the evaluation of problematic actions and identities. The combination of Wittgensteinian logical grammar and empirical studies of natural language use, suggested by Coulter, is presented as especially relevant and remarkable for purposes of studying social practices including describing, naming, categorizing, classifying, labeling, diagnosing, reaching a verdict, and kindred practices of language use conceived as varieties of practical action.

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Lee, Cheng-Yuan, e Todd Sloan Chener. "A Comprehensive Evaluation Rubric for Assessing Instructional Apps". Journal of Information Technology Education: Research 14 (2015): 021–53. http://dx.doi.org/10.28945/2097.

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There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an Internet search for existing rubrics was conducted, only two such rubrics were found, and the evaluation criteria used in those rubrics was not clearly linked to previously conducted research nor were their evaluative dimensions clearly defined. These shortcomings result in reviewers being unable to use those rubrics to provide teachers with a precise analysis of an educational app’s instructional potential. In response, this paper presents a comprehensive rubric with 24-evaluative dimensions tailored specifically to analyze the educational potential of instructional apps.

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