Teses / dissertações: "Evaluation"

1

Quynh, L. "Evaluation of E-Health". Thesis, Honours thesis, University of Tasmania, 2007. https://eprints.utas.edu.au/1414/1/evaluation-ehealth.pdf.

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The aims of this paper are to: 1)-Introduce current evaluation framework; 2)- Explore methods/tools used in E-Health evaluation; 3)- Identify research methods/tools used in E-Health evaluation; and 4)- Develop an evaluation plan for a systemic E-Health initiative.

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2

Langer, Markus E., Aloisia Schön, Michaela Egger-Steiner e Irmgard Hubauer. "Implementing evaluation in the context of sustainable development (I). The planning and commissioning procedure of evaluations with sustainable development as part of a Tool Box". Forschungsschwerpunkt Nachhaltigkeit und Umweltmanagement, WU Vienna University of Economics and Business, 2003. http://epub.wu.ac.at/536/1/document.pdf.

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In the context of sustainable development, evaluations have particularly high relevance as complex issues have to be dealt with generally over an extended period of time. Furthermore, there is a growing demand to evaluate against the concept of sustainable development. Especially evaluations with sustainable development are a rather new type of evaluation, as the source of its evaluation questions and the criteria applied are rooted in the concept of sustainable development. Sustainability of a specific project or process is often highly case specific as sustainable development is determined by many often unique issues. However, evaluations would be highly inefficient, if they would have to be newly designed in every case. Thus it is necessary to determine and utilize the major issues for evaluations with sustainable development. This paper is part of a series of three papers - which can be used independently - that present the major common issues for evaluations with sustainable development in a Tool Box. The results presented here are based on outcomes of a research project funded by the "Austrian Science Fund". This paper includes the evaluation planning and commissioning procedure. It describes the steps from the idea to implementation of an evaluation with sustainable development. In the context of general requirements of evaluation planning and commissioning, the special features of evaluations with sustainable development are highlighted. (author's abstract)
Series: Research Paper Series of the Research Focus Managing Sustainability

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3

Bogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.

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The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.

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4

Zethraeus, Niklas. "Essays on economic evaluation in health care : evaluation of hormone replacement therapy and uncertainty in economic evaluations". Doctoral thesis, Handelshögskolan i Stockholm, Centrum för Hälsoekonomi (CHE), 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-668.

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This thesis contains six papers closely related to current research topics in the field of economic evaluation in health care. The thesis discusses methodological features of cost-effectiveness analysis (CEA) and cost-benefit analysis (CBA). It further relates to issues of modelling and how to account for uncertainty in economic evaluations. The thesis contributes both with an analysis of the costs and benefits of hormone replacement therapy (HRT) and new approaches for analysing uncertainty in economic evaluations. The first part of the thesis (Papers 1-4) analyses the costs and benefits of HRT in the prevention and treatment of postmenopausal women’s health problems. The second part of the thesis (Papers 5-6) analyses issues of uncertainty in economic evaluations. Contents: Paper 1: Willingness to Pay for Hormone Replacement Therapy. (A revised version of this paper has been published in Health Economics, Vol. 7 No. 1, 1998, pp 31-38.) Paper 2: The Impact of Hormone Replacement Therapy on Quality of Life and willingness to Pay. (Co-authored with Magnus Johannesson, Peter Henriksson and Roland T. Strand.) (This paper was published in British Journal of Obstetrics and Gynaecology, Vol. 104, 1997, pp 1191-1195.) Paper 3: Estimating Hip Fracture Costs and Potential Savings. (Co-authored with Ulf-G Gerdtham.) (This paper was published in International Journal of Technology Assessment in Health Care, Vol. 14, 1998, pp 255-267.) Paper 4: A Computer Model to Analyse the Cost-Effectiveness of Hormone Replacement Therapy (Co-authored with Magnus Johannesson and Bengt Jönsson.) (A revised version of this paper has been published in International Journal of Technology Assessment in Health Care, Vol. 15, No. 2, Spring 1999, pp 352-365.) Paper 5: Bootstrap Confidence Intervals for Cost-Effectiveness Ratios: Some Simulation Results. (Co-authored with Magnus Tambour.) (A revised version of this paper has been published in Health Economics, Vol. 7, No. 2, pp 143-147.) Paper 6: Non-Parametric Willingness to Pay Measures and Confidence Statements. (Co-authored with Magnus Tambour.)

Diss. Stockholm : Handelshögsk.

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5

Dunlea, Allen Leo. "Evaluating Usability Evaluations". DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1014.

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We live in an age when consumers can now shop and browse the web using hand-held devices. This means that competitive companies need to have a website to represent their brand and to conduct business. E-commerce sites need to pay special attention to the usability of their sites, since it has such an impact on how potential costumers view their brand. Jakob Nielsen defines usability as a "quality attribute that assesses how easy user interfaces are to use"; he separates usability into five quality components: learnability, efficiency, memorability, errors and satisfaction. The current standard for testing usability involves having a number of users physically use a site in order to determine where they have trouble. This kind of usability testing can be time consuming and costly. In order to mitigate some of these costs, many tools are being developed to help automate the process. However, many automated tools evaluate only one of the five components, or simply look for errors. In an attempt to increase the reliability and scope of such testing, this paper investigates the effectiveness of automated usability evaluators and proposes methods for future researchers to test them. Specifically, this paper details an experiment performed to test the some freely available usability evaluators against more traditional usability evaluations. The experiment attempts to determine whether automatic usability evaluations might be used as a cheaper alternative to more traditional usability evaluations.

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6

Moss, William B. "Evaluating inherited attributes using Haskell and lazy evaluation". Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/1486.

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7

Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action". Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

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8

Aarenstrup, Jesper, e Adam Lagerström. "Evaluating Business Intelligence Investments : is comparative evaluation enough?" Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355171.

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The purpose of the study is to evaluate and describe how three large companies with Swedish presence have coped with the investment appraisal ex-ante a purchase of a BI system. Further, the paper strives to investigate how the companies evaluated the perceived benefits, which are of intangible nature and hence difficult to quantify.

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9

Lundström, Fredrik, e Christofer Andersson. "Evaluating Emerging Markets : Swedish MNCs and their Evaluation Behavior". Thesis, Uppsala University, Department of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7939.

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Country portfolio analysis, a commonly used tool among companies when evaluating potential target markets, only focus on potential sales instead of including cost and risk into the equation. However, some researchers today have become aware of the importance of taking these costs and risks into account. One of these researchers is Pankaj Ghemawat, who has developed a framework called CAGE which is supposed to be a complementary tool to the country portfolio analysis model. In this thesis we study if Swedish MNCs consider the factors suggested in the CAGE-framework when evaluating emerging markets. Furthermore, we suggest some adjustments to the evaluation process.

Data have been collected through a web-based questionnaire. The respondents were all headquarter managers in Swedish multinational corporations (MNCs). Our results show that the two most overlooked distances of the CAGE-framework are the cultural and the geographic distances. Hence, the two most considered were the economic and administrative distances. This is in partial accordance with Ghemawat’s theory, in which he states that the cultural distance is one of the two most overlooked distances. However, he presents administrative distance as the second most overlooked distance, which means that our thesis shows a somewhat different result than Ghemawat’s findings.

A company evaluating an entry into an emerging market needs to consider the CPA-model, but this is not enough. They also need to take other factors into account. These are previous as well as future growth of the market, predicted growth for the specific product or service in the market in question, and the competitive situation in the emerging market. A consideration of these factors gives the company a complete picture of a market regarding profit potential. Thereafter, this potential needs to be adjusted for the distances in the CAGE-framework.

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10

Wanzer, Dana Linnell. "Developmentally Appropriate Evaluations: How Evaluation Practices Differ Across Age of Participants". Scholarship @ Claremont, 2017. https://thesiscommons.org/bk57d.

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It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.

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11

Ganivet, Fernando J. "Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/382.

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The purpose of this study was to (a) develop an evaluation instrument capable of rating students' perceptions of the instructional quality of an online course and the instructor’s performance, and (b) validate the proposed instrument with a study conducted at a major public university. The instrument was based upon the Seven Principles of Good Practice for Undergraduate Education (Chickering & Gamson, 1987). The study examined four specific questions. 1. Is the underlying factor structure of the new instrument consistent with Chickering and Gamson's Seven Principles? 2. Is the factor structure of the new instrument invariant for male and female students? 3. Are the scores on the new instrument related students’ expected grades? 4. Are the scores on the new instrument related to the students' perceived course workload? The instrument was designed to measure students’ levels of satisfaction with their instruction, and also gathered information concerning the students’ sex, the expected grade in the course, and the students’ perceptions of the amount of work required by the course. A cluster sample consisting of an array of online courses across the disciplines yielded a total 297 students who responded to the online survey. The students for each course selected were asked to rate their instructors with the newly developed instrument. Question 1 was answered using exploratory factor analysis, and yielded a factor structure similar to the Seven Principles. Question 2 was answered by separately factor-analyzing the responses of male and female students and comparing the factor structures. The resulting factor structures for men and women were different. However, 14 items could be realigned under five factors that paralleled some of the Seven Principles. When the scores of only those 14 items were entered in two principal components factor analyses using only men and only women, respectively and restricting the factor structure to five factors, the factor structures were the same for men and women. A weak positive relationship between students’ expected grades and their scores on the instrument was found (Question 3). There was no relationship between students’ perceived workloads for the course and their scores on the instrument (Question 4).

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12

Ogle, Gwendolyn J. "Towards A Formative Evaluation Tool". Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27309.

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Evaluation is an integral part of instructional design. Formative evaluation, specifically, is a phase identified in many instructional design models and is recognized as an important step for program improvement and acceptance. Although evaluation has many models and approaches, very few deal specifically with formative evaluation. Further, no one set of guidelines has been found that provides a comprehensive set of procedures for planning and implementing a formative evaluation. Encapsulating such guidelines into a “tool” that automates the process was the author’s initial idea. The author’s intent in Chapter 2 was to find a model or checklist as a stepping off point for future formative evaluation tool development. In lieu of finding such a model, one was created (Chapter 3), pulling from several formative evaluation models and the author’s own experience. Chapter 3 also discusses the purpose behind developing a formative evaluation tool - to create an accessible, efficient, intuitive, and expedient way for instructional designers and developers to formatively evaluate their instruction or instructional materials. Chapter 4 focuses on the methodology selected to evaluate the tool, presented in prototype. Chapter 5 presents the results of the evaluation; comments received from the expert reviewers are presented and ideas for tool improvement are generated. Finally, the Appendices include the formative evaluation tool prototype as well as the documentation that accompanied the tool during its evaluation. The initial idea behind this developmental dissertation was the creation of a formative evaluation tool. The focus of the dissertation itself, however, was on the justification for such a tool, and the literature behind the making of the model and consequently the tool. The result of this developmental dissertation was the prototype of an evaluation tool that with improvements and modifications is deemed promising by the experts who reviewed it. Although designed with formative evaluation in mind, it was generally agreed that this tool could be utilized for both formative and summative evaluation. The expert review was successful not because the tool was without fault, but because the review truly achieved its purpose – to identify areas of strength, weakness, and to suggest improvements.
Ph. D.

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13

Patterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer". TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.

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Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.

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14

Burton, Salma. "Evaluation in health promotion : assessing effectiveness of Healthy City Project evaluations". Thesis, London South Bank University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326942.

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15

Thompson, Samuel James. "Evaluating evaluation : an investigation of quality judgements in musical performance". Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424995.

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16

Gellner, Michael. "Usability evaluation patterns best practices zur Durchführung von Usability-Evaluationen". Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/988799375/04.

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17

Vengrin, Courtney Ahren. "Examining the Evaluation Capacity, Evaluation Behaviors, and the Culture of Evaluation in Cooperative Extension". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/64513.

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Evaluation is a burgeoning field and remains fairly young by most standards. Within Cooperative Extension, evaluation practices have been implemented at a variety of levels given that evaluation is mandatory for much of the funding Cooperative Extension receives. With evaluation in high demand, it is expected that most Extension educators are performing some levels of evaluation as a routine part of their jobs. In order to perform the required evaluations, an Extension educator must exhibit some level of knowledge and skill regarding evaluation. While much research to date has been done on the level of evaluation within the organization, there is a lack of understanding regarding the evaluation competencies that Extension educators must possess and the culture of evaluation within the organization. This study set out to examine the evaluation competencies, culture, and evaluation behaviors within Cooperative Extension. Utilizing an online survey format and quantitative methodology, a widely accepted set of evaluation competencies were examined for their importance within Cooperative Extension. A panel of 13 experts was selected to examine the competencies and it was determined than all competencies in the list were necessary for Extension educators to exhibit in their jobs. The list of competencies was then combined with a subscale regarding culture and a subscale based on the Theory of Planned Behavior (Ajzen, 1991). A total of 419 Extension educators in four Extension systems participated in the study, with 222 generating usable data for a response rate of 13%. The highest and lowest skill level for the competencies were determined by Extension educators self-reporting. Perception of importance of each competency was examined and the highest and lowest importance rankings were determined. These were compared to the rankings of importance by the expert panel. A path analysis was conducted by modifying the Theory of Planned Behavior model and multiple regression analysis. Mean weighted discrepancy scores were calculated to determine the differences in skill level and perception for each of the competencies. The subscale of culture was examined for potential areas of Evaluation Capacity Building (ECB) within the organization. Results show that while there was much agreement between the expert panel and Extension educators regarding the importance of competencies, experts ranked all competencies as important while Extension educators did not. The results of the path analysis determined intention and perceived behavioral control explained 3.9% of the variance in the evaluation behavior exhibited by skill. Subjective norm and attitude explained 11.8% of the variance within intention. Perceived behavioral control, attitude and culture accounted for 13.1% of the variance in subjective norm. Culture and perception accounted for 7.1% of the variance in attitude. Perception, program area, college major, location, training in evaluation, degree level and years of experience explained 28% of the variance within evaluation culture. Finally, recommendations for practice and future research were made based on these findings.
Ph. D.

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18

Austin, Greg. "Evaluation of the Conflict Prevention Pools: [Evaluation summary]". Department for International Development, 2004. http://hdl.handle.net/10454/3921.

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yes
Improving the effectiveness of the UK contribution to conflict prevention and management ¿ an assessment of 6 geographical areas and 2 thematic areas of the Conflict Prevention Pools with recommendations for HMG to consider in future strategic planning.

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19

Bank, Volker, e Martin Lames. "Über Evaluation". Universitätsbibliothek Chemnitz, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-201000598.

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Überall, wo Mittel zur Verbesserung des sozialen Zusammenlebens eingesetzt werden, wird man dies in der Erwartung tun, daß diese Mittel tatsächlich den angestrebten Zielen entsprechende Verbes-serungen erreichen helfen. Um hierüber Auskunft zu erhalten, hat sich die Sozialforschung unter dem Stichwort der ‚Evaluation‘, also der ‚(Be-)Wertung‘, seit den 60er Jahren ein neues Forschungsfeld aufgetan. Seither wurden zunehmend Evaluationsmaßnahmen im Zu-sammenhang mit der Beurteilung sozialer Interventionen, aber auch bezogen auf Lehr-Lernprozesse durchgeführt. Im Kontext der Forde-rungen nach der regelmäßigen Durchführung von Bildungscontrol-ling und im Zusammenhang mit den Diskussionen um Qualitäts-sicherung in der Bildung hat dieser Forschungsbereich auch für die Berufs- und Wirtschaftspädagogik eine neue Aktualität erfahren. Mit diesem Band soll den Studierenden für das Handelslehramt, aber auch Kommilitonen anderer Studienrichtungen die Möglichkeit an die Hand gegeben werden, sich in einem überschaubaren und geord-neten Rahmen einen Überblick über diese Themen zu verschaffen und gleichzeitig aus erster Hand auch neue Impulse und innovative Ideen des angesprochenen Gebiets der Evaluation kennenzulernen.

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20

Anette, Lindskog. "Methodology evaluation". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71276.

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In this paper, I investigate the use of SWOT analysis and the resource based view as tools to elaborate a business plan and in academic research by assessing the two methods’ strengths and weaknesses. I found that SWOT analysis is useful to structure and prioritise information in a short and concise way. Even though, the information and the information collection methods as well as the concepts and theories used in combinaton with the model and their quality is of the most importance for a proper use of the model. The resource based view is useful to reflect over which internal resources are the most valuable for the company, even though it can be difficult to assess the most important assets, i.e. the intangible assets. I also found that the fact that the resource based view, which is a explanantory theory, is used as a predicative theory causes uncertainaty and is problematic.

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21

Meiklejohn, Barbara A. "Ektachem evaluation /". Online version of thesis, 1985. http://hdl.handle.net/1850/9634.

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Guerrero, Claudia V. "Process evaluation /". Online version of thesis, 2004. http://hdl.handle.net/1850/11798.

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McGee, Dylicia Joy. "HOPE VI and Participatory Evaluation An Alternative Approach to Evaluating Neighborhood Revitalization". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277123407.

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24

Oliver, Monica LaBelle. "Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence". Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24629.

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Organizational development is a central purpose of evaluation. Disasters and other emergency situations carry with them significant implications for evaluation, given that they are often unanticipated and involve multiple relief efforts on the part of INGOs, governments and international organizations. Two particularly common reasons for INGOs to evaluate disaster relief efforts are 1) accountability to donors and 2) desire to enhance the organization s response capacity. This thesis endeavors briefly to review the state of the evaluation field for disaster relief so as to reflect on how it needs to go forward. The conclusion is that evaluation of disaster relief efforts is alive and well. Though evaluation for accountability seems fairly straightforward, determining just how the evaluation influences the organization and beyond is not. Evaluation use has long been a central thread of discussion in evaluation theory, with the richer idea of evaluation influence only recently taking the stage. Evaluation influence takes the notion of evaluation use a few steps further by offering more complex, subtle, and sometimes unintentional ways that an evaluation might positively better a situation. This study contributes to the very few empirical studies of evaluation influence by looking at one organization in depth and concluding that evaluation does influence in useful ways.

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Walters, Jeromie L. "Online Evaluation System". University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1113514372.

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26

Wei, Ying Christensen Gary Edward. "Non-rigid image registration evaluation using common evaluation databases". [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/448.

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27

Haglind, Carl. "Evaluation and Implementation of Traceable Uncertainty for Threat Evaluation". Thesis, Uppsala universitet, Avdelningen för systemteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-228106.

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Threat evaluation is used in various applications to find threatening objects or situations and neutralize them before they cause any damage. To make the threat evaluation as user-friendly as possible, it is important to know where the uncertainties are. The method Traceable Uncertainty can make the threat evaluation process more transparent and hopefully easier to rely on. Traceable Uncertainty is used when different sources of information are combined to find support for the decision making process. The uncertainty of the current information is measured before and after the combination. If the magnitude of uncertainty has changed more than a threshold, a new branch will be created which excludes the new information from the combination of evidence. Traceable Uncertainty has never been tested on any realistic scenario to investigate whether it is possible to implement the method on a large scale system. The hypothesis of this thesis is that Traceable Uncertainty can be used on large scale systems if its threshold parameter is tuned in the right way. Different threshold values were tested when recorded radar data were analyzed for threatening targets. Experiments combining random generated evidence were also analyzed for different threshold values. The results showed that a threshold value in the range [0.15, 0.25] generated a satisfying amount of interpretations that were not too similar to eachother. The results could also be filtered to take away unnecessary interpretations. This shows that in this aspect and for this data set, Traceable Uncertainty can be used on large scale systems.

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28

Lee, Yuh-jeng. "Evaluation and improvement of the ASW System Evaluation Tool". Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23882.

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29

Martinho, Vera Dulce Fernandes. "Evaluation system in the European Commission : DEVCO’S evaluation methodology". Master's thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/11541.

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Mestrado em Economia e Políticas Públicas
Nas últimas décadas, a procura relativamente a estudos de avaliação tem sido crescente e a Comissão Europeia teve um papel importante na dinamização de práticas de avaliação na União Europeia (e os seus Estados -Membros), através da institucionalização com sucesso de um sistema de avaliação e de um quadro conceptual abrangente para a avaliação de as suas actividades. Embora não exista uma metodologia única, procedimentos comuns são utilizados em várias unidades de avaliação da Comissão Europeia e algumas diretrizes foram estabelecidas entre as Direcções -Gerais que têm uma mais longa tradição em avaliação, nomeadamente a DG DEVCO. O processo de avaliação é longo e complexo, envolve muitos stakeholders e, portanto, os limites estabelecidos por uma metodologia clara e uniforme permite aferir a integridade e a independência dos resultados. No entanto, muitas vezes também provoca a perda do sentimento de pertença pela mesma, tornando mais difícil a incorporação dos resultados da avaliação no processo de tomada de decisão.
Over the last decades, the demand for evaluation has been growing and the European Commission have had a major role in boosting evaluation practices in the European Union (and its Member States) by successfully institutionalising an evaluation system and establishing a comprehensive framework for the evaluation of its activities. Although no common methodology has been defined within the European Commission Directorate-Generals, common procedures are used across several evaluation units and some guidelines were established among some of them that have a longer the tradition in evaluation, notably DG DEVCO. The evaluation process is long and complex, involves many stakeholders and therefore the boundaries established by a clear and uniformed methodology enhances the integrity and independence of the results. However, it also often causes the loss of ownership, making more difficult the incorporation of the evaluation results into the decision-making process.

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Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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Wei, Ying. "Non-rigid image registration evaluation using common evaluation databases". Thesis, University of Iowa, 2009. https://ir.uiowa.edu/etd/448.

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Evaluating non-rigid image registration performance is a difficult problem since there is rarely a “gold standard” (i.e., ground truth) correspondence between two images. The Non-rigid Image Registration Evaluation Project (NIREP) was started to develop a standardized set of common databases, evaluation statistics and a software tool for performance evaluation of non-rigid image registration algorithms. The goal of the work in this thesis is to build up common image databases for rigorous testing of non-rigid image registration algorithms, and compare their performance by a diverse set of evaluation statistics on our multiple well documented image databases. The well documented databases as well as new evaluation statistics have been and will be released to public research community. The performance of five non-rigid registration algorithms (Affine, AIR, Demons, SLE and SICLE) was evaluated using 22 images from two NIREP evaluation databases. Six evaluation statistics (Relative Overlap, Intensity Variance, Normalized ROI overlap, alignment of calcarine sulci, Inverse Consistency Error and Transitivity Error) were used to evaluate and compare registration performance. This thesis provides a complete and accurate reporting of evaluation tests so that others are able to get access to these results and make a comparison of registration algorithms they concerned in their specific use. Moreover, this work followed the recommendations of the Standards for Reporting of Diagnostic Accuracy (STARD) initiative to disclose all relevant information for each non-rigid registration validation test.

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Sanford, Katherine Jane. "Caught in the mixed messages of evaluation, teachers evaluating student writing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21666.pdf.

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Feldpausch, Andrea Marie. "Evaluating an Extension program: the Texas 4-H Wildlife Habitat Evaluation Program". Thesis, Texas A&M University, 2006. http://hdl.handle.net/1969.1/4387.

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In times of heightened environmental consciousness, conservation education programming has proven useful for providing information and promoting natural resource conservation and stewardship. In a study of the 2005 Texas 4-H Wildlife Habitat Evaluation Program (WHEP), a contest teaching youth about the fundamentals of wildlife science and management, I sought to determine if WHEP was successfully reaching its primary goal: promoting conservation by increasing knowledge and skills of youth in the wildlife field. Through a series of facilitator-led interviews with WHEP participants (n = 35) and a combination of internet and on-site surveys (consisting of 35 current participants, 22 control youth, 19 past participants, 25 parents, and 7 coaches obtained from program registration lists), I explored the influence of program participation on wildlife management knowledge, social and leadership skills, attitudes, and understanding of stewardship. I found that WHEP had a significant impact on knowledge of wildlife management techniques and ecological concepts. The program had little influence on attitudes because most youth had positive perceptions of natural resources management prior to program involvement. I also found that past participants of WHEP claimed a significant increase in skills after program participation, but current participants could not determine their own progress. This suggested a longer period of time was needed to gauge self improvement. Parents and coaches claimed the program had a large impact on youth through instilling knowledge and values, but also improving their social, cognitive, and leadership competencies. Adults also discussed issues with participation, including a lack of program expansion and support. From these results, I determined that WHEP was achieving its program goals, but needs to address the issue of expansion because of its low level of operation compared to other 4-H programs in Texas. Suggestions for program growth include targeting youth groups and counties, cross promoting with other conservation programs, and continuing recruitment in currently participating counties.

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Heath, Sarah. "Using Empowerment Evaluation with Youth". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42369.

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To provide guidance to evaluators and stakeholders, evaluation scholars (i.e., those conducting research on program evaluation) have conducted numerous studies on the feasibility and effectiveness of using participatory and collaborative evaluation approaches in various contexts. While some participatory and collaborative evaluation approaches may involve youth in the evaluation of programs and interventions, few evaluations in this area have been formally documented and/or widely published. As a result, there remains a dearth of empirical research on participatory and collaborative evaluations involving youth. One such collaborative evaluation approach, empowerment evaluation (EE), appears to be well suited for engaging youth in program evaluation, as participants are co-evaluators. Using qualitative, quantitative, and mixed methods, EE aims to teach program stakeholders, including beneficiaries, how to conduct their own evaluations. In this two-part mixed methods research project I sought to investigate and formally document: (a) the use of EE for programs targeting youth; and/or (b) the involvement of youth in EE of such programs. By investigating and documenting these areas, this study builds on the very limited body of empirical research on EE. As such, it provides important information to evaluators who are embarking on evaluations of programs targeting youth, so that they can make informed decisions about the use of EE and the involvement of youth in their evaluation activities. To address these goals, this study used a mixed methods case study approach and included two parts and multiple phases. Part 1 Phase 1 involved a survey of evaluators associated with particular Targeted Interest Groups (TIGs) of the American Evaluation Association (AEA) who are involved in evaluating programs that target youth. It determined the extent to which: (a) evaluators report using EE to evaluate youth programs; and (b) how evaluators report involving youth in EE of youth programs. Part 1 Phase 2 involved interviews with a select group of these evaluators and explored what factor(s) facilitate and hinder: (a) the use of EE to evaluate programs involving youth; and (b) the involvement of youth in EE of programs targeting youth. Part 2 then used observations from an EE with youth of their science, technology, engineering and math (STEM) focused educational outreach program to explore: (a) what an EE of a youth program might look like in practice; (b) how youth can be involved in an EE. Youth also took part in follow-up interviews to allow an examination of: (c) the strengths and limitations of using an EE to evaluate a program targeting youth; and (d) the strengths and limitations of involving youth in an EE of a program targeting youth. Overall, the findings show that the use of EE to evaluate programs involving youth may be limited, however, there are factors that can facilitate and hinder the use of EE and the involvement of youth in EE. The findings also demonstrate that an EE can be carried out in practice with youth acting as co-evaluators and that through EE youth may experience both positive and negative outcomes of using EE and of being involved in EE. In light of these findings, ways to improve the involvement of youth in the evaluation of programs that target youth using EE are discussed.

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Lee, Bruce Tien-Lung. "A Meta-Evaluation of Taiwan Ministry of Education's National Technology Institutes Evaluation: A Study of Evaluation Team's and Stakeholders' Judgements on the Evaluation Practice". Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/37293.

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A meta-evaluation of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices was conducted. The major focus of the meta-evaluation was to compile pertinent information and to make comparisons of performance relative to the utility, feasibility, propriety, and accuracy of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices as perceived by the evaluation team members (evaluators) and the stakeholders (the evaluated). The evaluation team and stakeholders were also asked to assess the importance of 30 Program Evaluation Practice Standards for the evaluation. Data were collected through mailed questionnaires and informal interviews. Information gleaned from this study were based on responses received from the 1990 Taiwan National Technology Institutes Evaluation team members and the stakeholders including institute presidents and academic program leaders. Results of the study provided the basis for improving the evaluation practices of the Taiwan National Technology Institutes Evaluation including recommendations for improving the evaluation model, policies, procedures, and practices. Results of the study revealed that: 1. The evaluation team and stakeholders held similar beliefs regarding the importance of the 30 Program Evaluation Practice Standards for the 1990 Taiwan National Technology Institutes Evaluation. The Program Evaluation Practice Standards were perceived as important ideals for the orientation of the process and practice of evaluation in Taiwan. 2. The evaluation team and stakeholders gave similar assessments as to the utility, feasibility, propriety, and accuracy of the 1990 Taiwan National Technology Institutes Evaluation practice. Based upon analyses of the data, the findings indicated that the evaluation system employed by the Taiwan Ministry of Education produces outcomes that are overall acceptable to both the evaluators and the evaluated. As the result, recommendations were offered and reviewed by a panel of experts in Taiwan.
Ph. D.

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Dufurrena, Seamus. "Three essays on accounting, professions, and social evaluations". Electronic Thesis or Diss., Cergy-Pontoise, Ecole supérieure des sciences économiques et commerciales, 2022. http://www.theses.fr/2022ESEC0005.

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Bien que la littérature comptable fasse largement référence aux construits d'évaluation sociale dans leur ensemble, elle est restée principalement axée sur l'examen de la production (e.g. Andon et al., 2014 ; Çakmaklı et al., 2020 ; Courtois & Gendron, 2020 ; Kirkham & Loft, 1993 ; Michelon et al., 2019 ; O'Dwyer et al., 2011 ; Power, 2003b ; Robson et al., 2007) et le maintien (e.g. Carnegie & O'Connell, 2012 ; Dermarkar & Hazgui, 2022 ; Durocher et al., 2016 ; Harrington, 2019 ; Mitchell et al., 1994 ; Robson et al., 1994 ; Whittle et al., 2014a) de la légitimité. Bien qu'important, se concentrer sur la légitimité de la profession ne permet que partiellement de comprendre comment la comptabilité peut être définie et perçue comme une profession qui jouit des privilèges dont elle bénéficie par rapport à d'autres professions. De plus, là où les études comptables font allusion à d'autres évaluations sociales, telles que la réputation et le statut, elles sont souvent traitées comme des caractéristiques auxiliaires de la légitimité, mentionnées en passant, et restent souvent indéfinies ou sous-développées. De même, et peut-être parce que les professions sont le plus souvent associées à des évaluations sociales positives (c'est-à-dire la légitimité, le statut et la réputation), la stigmatisation a tendance à être négligée dans la littérature comptable. Cette thèse cherche à aborder ces questions en synthétisant d'abord la littérature par le biais d'une revue systématique ainsi qu'en développant davantage les connaissances relatives aux constructions de la stigmatisation et du statut à travers deux essais empiriques. Par exemple, et en ce qui concerne la stigmatisation, notre compréhension de la façon dont les professionnels comptables font face à la stigmatisation semble confinée aux individus stigmatisés sur le lieu de travail (Stenger & Roulet, 2018) et aux réponses institutionnelles aux scandales d'entreprise (Neu & Wright, 1992). Cette thèse examine un contexte dans lequel les professionnels comptables fournissent des services aux entreprises souffrant de stigmatisation fondamentale (Hudson, 2008 ; Hudson et Okhuysen, 2009), mettant ainsi en lumière la façon dont la profession fait face aux risques de stigmatisation de manière plus persistante. De même, alors qu'il existe un nombre croissant de travaux qui illustrent comment le statut d'élite est atteint et perpétué parmi les membres de la profession, en particulier dans les grands cabinets de services professionnels, l'attention a principalement été portée sur les processus de socialisation qui se déroulent au sein de ces organisations, après que les membres ont déjà été intronisé (p. ex. Anderson-Gough et al., 2000a; Carter et Spence, 2014a). Cette thèse se concentre plutôt sur les processus de socialisation qui se déroulent plus tôt dans la vie (c'est-à-dire à la maison et à l'école) afin d'expliquer plus en détail les moyens par lesquels les individus se frayent un chemin dans les organisations professionnelles d'élite et, de fait, s'intègrent dans les cercles sociaux de haut niveau. Dans l'ensemble, cette thèse apporte des contributions théoriques en traitant la légitimité, le statut, la réputation et la stigmatisation comme des constructions autonomes et en fournissant à l'érudition une base pour mieux comprendre comment la comptabilité parvient à maintenir le professionnalisme aux yeux d'un public social critique. En considérant le professionnalisme, c'est-à-dire les caractéristiques qui distinguent une profession des autres professions, à travers ces construits d'évaluation sociale, cette thèse approfondit notre compréhension de la capacité de la profession comptable à "convaincre" de son expertise, à justifier de son autonomie, de son autorité sur les autres, et de son altruisme présumé (Anteby et al., 2016)
Though the accounting literature makes ample reference to social evaluation constructs overall, it has remained principally focused on examining the production (e.g. Andon et al., 2014; Çakmaklı et al., 2020; Courtois & Gendron, 2020; Kirkham & Loft, 1993; Michelon et al., 2019; O'Dwyer et al., 2011; Power, 2003b; Robson et al., 2007) and maintenance (e.g. Carnegie & O'Connell, 2012; Dermarkar & Hazgui, 2022; Durocher et al., 2016; Harrington, 2019; Mitchell et al., 1994; Robson et al., 1994; Whittle et al., 2014a) of legitimacy. While important, focusing on the profession's legitimacy only partially fulfills a comprehensive understanding of how accountancy can be defined and perceived as a profession that enjoys the privileges that it does relative to other occupations. Further, where accountancy studies do allude to other social evaluations, such as reputation and status, they are often treated as ancillary features of legitimacy, mentioned in passing, and often remain undefined or under-developed. Similarly, and perhaps because professions are most often associated with positive social evaluations (i.e. legitimacy, status, and reputation), stigma has tended to be neglected in the accountancy literature. This dissertation seeks to address these issues by first synthesizing the literature through a systematic review as well as by further developing knowledge relating to the constructs of stigma and status through two empirical essays. For instance, and with regards to stigma, our understanding of how professional accountants contend with stigma seems confined to stigmatized individuals in the workplace (Stenger & Roulet, 2018) and institutional responses to corporate scandals (Neu & Wright, 1992). This dissertation examines a context in which accounting professionals provide services to firms suffering from core-stigma (Hudson, 2008; Hudson & Okhuysen, 2009), thus shedding light on how the profession contends with the risks of stigma on a more persistent basis. Similarly, while there is a growing body of work that illustrates how elite status is attained and perpetuated among members of the profession, particularly in large professional services firms, attention has primarily been paid to socialization processes that unfold within these organizations, after members have already been inducted (e.g. Anderson-Gough et al., 2000a; Carter & Spence, 2014a). This dissertation focuses instead on the socialization processes that unfold earlier in life (i.e. in the home and in schooling) in order to further explicate the means by which individuals make their way into elite professional organizations and, indeed, integrate into high status social circles. Overall, this dissertation makes theoretical contributions by treating legitimacy, status, reputation and stigma as stand-alone constructs and providing scholarship a basis for better understanding how accountancy manages to uphold professionalism in the eyes of critical social audiences. By viewing professionalism, that is features that distinguish professions from other occupations, through these social evaluation constructs, this dissertation furthers our understanding of how accountancy is able “to convince audiences” of its expertise, its justification for autonomy, its authority over others, and its presumed altruism (Anteby et al., 2016)

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Goodman, Arnold. "The evaluation of evaluation, a critical perspective on management aspects of teacher evaluation in Ontario's school systems". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59087.pdf.

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Fulton, Douglas. "Teacher Perceptions of the Virginia Evaluation Process: A Program Evaluation of Northshore High School’s Teacher Evaluation Process". W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642239.

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Teacher evaluation systems have served to remove ineffective teachers and support teacher professional development. Even with changes in evaluation systems that incorporated student-growth measures, teacher evaluation systems are more likely to serve for teacher development than teacher removal. This qualitative study focused on teacher perceptions of one school’s evaluation components in supporting teacher professional growth and student learning. The study broke the teachers into career level experience groups of novice, early career, and experienced. The required district/state evaluation components of goal conferences, classroom observations, and student-growth measures were selected for the study. The study also looked at the school practice of teacher-reflection in the evaluation system. Twenty-one teachers participated in focus group interviews designed to understand how teachers use goal-setting conferences, classroom observations, student-growth measures, and teacher reflection. Focus groups were designed to protect teacher anonymity and reduce bias in the study. The results revealed differences in how teachers value the evaluation components based on the teacher’s experience level. At times teachers questioned the value of the evaluation system, goal meetings, classroom observations, and student-growth measures, yet teachers understood the need for the components in evaluations. Teachers requested more frequent observations and opportunities to review goals and professional practices. They also wanted fidelity in the evaluator the tools for the evaluation. Perceptual data identified teacher reflection emerged as the most influential component in improving teacher practices.

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Fulton, Douglas. "Teacher Perceptions Of The Virginia Evaluation Process: A Program Evaluation Of Northshore High School's Teacher Evaluation Process". W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091911.

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Teacher evaluation systems have served to remove ineffective teachers and support teacher professional development. Even with changes in evaluation systems that incorporated student-growth measures, teacher evaluation systems are more likely to serve for teacher development than teacher removal. This qualitative study focused on teacher perceptions of one school's evaluation components in supporting teacher professional growth and student learning. The study broke the teachers into career level experience groups of novice, early career, and experienced. The required district/state evaluation components of goal conferences, classroom observations, and student-growth measures were selected for the study. The study also looked at the school practice of teacher-reflection in the evaluation system. Twenty-one teachers participated in focus group interviews designed to understand how teachers use goal-setting conferences, classroom observations, student-growth measures, and teacher reflection. Focus groups were designed to protect teacher anonymity and reduce bias in the study. The results revealed differences in how teachers value the evaluation components based on the teacher's experience level. At times teachers questioned the value of the evaluation system, goal meetings, classroom observations, and student-growth measures, yet teachers understood the need for the components in evaluations. Teachers requested more frequent observations and opportunities to review goals and professional practices. They also wanted fidelity in the evaluator the tools for the evaluation. Perceptual data identified teacher reflection emerged as the most influential component in improving teacher practices.

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Al, Hudib Hind. "The Role of Evaluation Policy in Organizational Capacity to Do and Use Evaluation". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38117.

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Despite the recent calls made by scholars in the evaluation field regarding the importance of evaluation policy and its influence on evaluation practice, there remains a lack of empirical evidence pertaining to the relationship between evaluation policy and evaluation capacity building (ECB). This study sought to explore the role of evaluation policy in building, or in impeding, organizational capacity to do and use evaluation. Through three interconnected studies—a review of an extensive sample of evaluation policies; interviews with scholars and practitioners from Canada, the United States, and Europe; and focus groups held with evaluation community members in Jordan and Turkey—the research identified a set of 10 categories of evaluation policy and proceeded to develop and validate an ecological framework depicting the relationship between evaluation policy and organizational capacity to do and use evaluation. The findings suggest that the role of evaluation policy in building organizational capacity for evaluation is moderated by a number of variables operating at the contextual, organizational and individual levels and that an in-depth understanding of the dynamic, unfolding and ongoing connections between ECB, on the one hand, and the broader social, economic, political and cultural systems associated with an organization, on the other, is essential in focusing ECB efforts. While the findings reveal that the role of evaluation policy in leveraging organizational evaluation capacity has been limited, they also show some evidence that if an evaluation policy is carefully designed to privilege learning as a central and desirable function of evaluation it will be more likely to have a positive influence on the organizational capacity to do and use evaluation. The investigation helps to advance understanding of these connections and provides some insight into the components of evaluation policies and the role that they might play in shaping the future of evaluation practice. This thesis makes an important contribution to the body of knowledge on organizational evaluation capacity. Although much has been published in the evaluation literature on ECB, its relationship to evaluation policy has not been explored or described based on empirical data. The main practical implication of the research is the possibility for organizations seeking to develop evaluation policies that are ECB-oriented to use the ecological framework and the set of evaluation policy categories as guides. Similarly, organizations that are seeking to review and update their current policies to make them more ECB-friendly stand to benefit in this way. Future research may focus on expanding the scope of the framework and its applicability for different types of organizations in different contexts. Finally, it is argued that the development of policies designed to promote learning is a necessary step towards the advancement of evaluation practice.

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Säfsten, Kristina. "Evaluation of assembly systems : an exploratory study of evaluation situations /". Linköping : Division of Production Systems, Dept. of Mechanical Engineering [Produktionssystem, Institutionen för konstruktions- och produktionsteknik], Univ. [distributör], 2002. http://www.bibl.liu.se/liupubl/disp/disp2002/tek756s.pdf.

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White, Gareth R. "The playthrough evaluation framework : reliable usability evaluation for video games". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51591/.

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This thesis presents the playthrough evaluation framework, a novel framework for the reliable usability evaluation of first-person shooter console video games. The framework includes playthrough evaluation, a structured usability evaluation method adapted from heuristic evaluation. Usability evaluation can help guide developers by pointing out design issues that cause users problems. However, usability evaluation methods suffer from the evaluator effect, where separate evaluations of the same data do not produce reliably consistent results. This can result in a number of undesirable consequences affecting issues such as: • Unreliable evaluation: Without reliable results, evaluation reports risk giving incorrect or misleading advice. • Weak methodological validation: Typically new methods (e.g., new heuristics) are validated against user tests. However, without a reliable means to describe observations, attempts to validate novel methods against user test data will also be affected by weak reliability. The playthrough evaluation framework addresses these points through a series of studies presenting the need for, and showing the development of the framework, including the following stages, 1. Explication of poor reliability in heuristic evaluation. 2. Development and validation of a reliable user test coding scheme. 3. Derivation of a novel usability evaluation method, playthrough evaluation. 4. Testing the method, quantifying results. Evaluations were conducted with 22 participants, on 3 first-person shooter action console video games, using two methodologies, heuristic evaluation and the novel playthrough evaluation developed in this thesis. Both methods proved effective, with playthrough evaluation providing more detailed analysis but requiring more time to conduct.

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Johnson, Clair Marie. "Power and Participation: Relationships among Evaluator Identities, Evaluation Models, and Stakeholder Involvement". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104710.

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Thesis advisor: Lauren Saenz
Stakeholder involvement is widely acknowledged to be an important aspect of program evaluation (Mertens, 2007; Greene, 2005a; Brandon, 1998). However, limited work has been done to empirically study evaluators’ practices of stakeholder involvement and ways in which stakeholder involvement is affected or guided by various factors. As evaluators interact with and place value on the input of stakeholders, social, cultural, and historical backgrounds will always be infused into the context (Mertens & Wilson, 2012; MacNeil, 2005). The field of evaluation has done little to critically examine how such contexts impact evaluators’ perceptions of stakeholders and their involvement. The present study attempts to fill these gaps, focusing specifically on the relationships among evaluator identities and characteristics, evaluation models, and stakeholder involvement. Using the frameworks of critical evaluation theory (Freeman & Vasconcelos, 2010) and a theory of capital (Bourdieu, 1986), the present study utilized a sequential explanatory mixed methods approach. A sample of 272 practicing program evaluators from the United States and Canada provided quantitative survey data, while a sample of nine evaluators provided focus group and interview data. Regression analyses and thematic content analyses were conducted. Findings from the quantitative strand included relationships between: (1) measures of individualism-collectivism and stakeholder involvement outcomes, (2) contextual evaluation variables and stakeholder involvement outcomes, (3) use of use, values or social justice branch evaluation models and stakeholder involvement outcomes, and (4) whether the evaluator identified as a person of color and the diversity of involved stakeholders. Findings from the qualitative strand demonstrated the role of dominant frameworks of evaluation serving to perpetuate systems of power. Participating evaluators revealed ways in which they feel and experience systems of power acting on them, including participation in, recognition of, and responses to oppression. The qualitative strand showed that evaluation models may be used to help recognize power dynamics, but that they are also used to reinforce existing power dynamics. Implications and recommended directions for future research are discussed
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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Lee, Bruce Tien-Lung. "A meta-evaluation of Taiwan Ministry of Education's National Technology Institutes Evaluation : a study of evaluation team's and stakeholders' judgments [sic] on the evaluation practice /". This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02032004-161618/.

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Cars, Mikiko. "Project Evaluation in Development Cooperation : A Meta-Evaluative Case Study in Tanzania". Doctoral thesis, Stockholm : Institute of International Education, Department of Education, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1289.

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Schacher, Corinne Rütschi Simone. "Evaluation Mentoring-Programm /". Zürich : Hochschule für Angewandte Psychologie, 2005. http://www.hapzh.ch/pdf/2s/2s0854.pdf.

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Lewis, Scott C. "NetIQ evaluation project". [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/SLewis2005.pdf.

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Rangel, Carlos Renato Campos. "Optical system evaluation". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA306695.

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Linge, Jonas. "Objective comfort evaluation". Thesis, University West, Department of Technology, Mathematics and Computer Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-805.

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Bylund, Mathias. "Evaluation of OKL4". Thesis, Mälardalen University, School of Innovation, Design and Engineering, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5729.

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Virtualization is not a new concept in computer science. It has been used since the middle of the sixties and now software companies has interested in this technology. Virtualization is used in server side to maximize the capacity and reduce power consumption. This thesis focuses on virtualization in embedded system. The technology uses a hypervisor or a virtual machine monitor as a software layer that provide the virtual machine and to isolate the underlying hardware. One of most interesting issue is that is supports several operating system and applications running on the same hardware platform and the hypervisor has complete control of system resources. The company Open Kernel Labs is one of the leading providers of embedded systems software virtualization technology and OKL4 is one of theirproducts, which is based on L4 family of second-generation microkernel’s. In this thesis, we will evaluate the kernel contains, the performance, the security and the environment of the OKL4. Finally we conclude the advantages and disadvantages of the product and technology.

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