definition of evaluation by different authorsdefinition of evaluation by different authors

According to Hanna- " The process of gathering and interpreted evidence changes in the behavior of all students as they progress through school is called evaluation". To understand the method and routes by which research leads to impacts to maximize on the findings that come out of research and develop better ways of delivering impact. Evaluation is the systematic collection and inter- pretation of evidence leading as a part of process to a judgement of value with a view to action., Evaluation is the application of a standard and a decision-making system to assessment data to produce judgments about the amount and adequacy of the learning that has taken place., 1. Wigley (1988, p 21) defines it as "a data reduction process that involves the . This might include the citation of a piece of research in policy documents or reference to a piece of research being cited within the media. SROI aims to provide a valuation of the broader social, environmental, and economic impacts, providing a metric that can be used for demonstration of worth. SIAMPI has been used within the Netherlands Institute for health Services Research (SIAMPI n.d.). 0000342958 00000 n Evaluate means to assess the value of something. One might consider that by funding excellent research, impacts (including those that are unforeseen) will follow, and traditionally, assessment of university research focused on academic quality and productivity. Worth refers to extrinsic value to those outside the . 2007). The transfer of information electronically can be traced and reviewed to provide data on where and to whom research findings are going. Perhaps the most extended definition of evaluation has been supplied by C.E.Beeby (1977). An evaluation essay or report is a type of argument that provides evidence to justify a writer's opinions about a subject. n.d.). 2006; Nason et al. Again the objective and perspective of the individuals and organizations assessing impact will be key to understanding how temporal and dissipated impact will be valued in comparison with longer-term impact. 0000334683 00000 n trailer << /Size 97 /Info 56 0 R /Root 61 0 R /Prev 396309 /ID[<8e25eff8b2a14de14f726c982689692f><7a12c7ae849dc37acf9c7481d18bb8c5>] >> startxref 0 %%EOF 61 0 obj << /Type /Catalog /Pages 55 0 R /Metadata 57 0 R /AcroForm 62 0 R >> endobj 62 0 obj << /Fields [ ] /DR << /Font << /ZaDb 38 0 R /Helv 39 0 R >> /Encoding << /PDFDocEncoding 40 0 R >> >> /DA (/Helv 0 Tf 0 g ) >> endobj 95 0 obj << /S 414 /T 529 /V 585 /Filter /FlateDecode /Length 96 0 R >> stream Perhaps it is time for a generic guide based on types of impact rather than research discipline? A very different approach known as Social Impact Assessment Methods for research and funding instruments through the study of Productive Interactions (SIAMPI) was developed from the Dutch project Evaluating Research in Context and has a central theme of capturing productive interactions between researchers and stakeholders by analysing the networks that evolve during research programmes (Spaapen and Drooge, 2011; Spaapen et al. More details on SROI can be found in A guide to Social Return on Investment produced by The SROI Network (2012). Cb)5. Researchers were asked to evidence the economic, societal, environmental, and cultural impact of their research within broad categories, which were then verified by an expert panel (Duryea et al. The Economic and Social Benefits of HRB-funded Research, Measuring the Economic and Social Impact of the Arts: A Review, Research Excellence Framework Impact Pilot Exercise: Findings of the Expert Panels, Assessment Framework and Guidance on Submissions, Research Impact Evaluation, a Wider Context. Aspects of impact, such as value of Intellectual Property, are currently recorded by universities in the UK through their Higher Education Business and Community Interaction Survey return to Higher Education Statistics Agency; however, as with other public and charitable sector organizations, showcasing impact is an important part of attracting and retaining donors and support (Kelly and McNicoll 2011). From an international perspective, this represents a step change in the comprehensive nature to which impact will be assessed within universities and research institutes, incorporating impact from across all research disciplines. By asking academics to consider the impact of the research they undertake and by reviewing and funding them accordingly, the result may be to compromise research by steering it away from the imaginative and creative quest for knowledge. Published by Oxford University Press. Enhancing Impact. Prague, Czech Republic, Health ResearchMaking an Impact. The REF will therefore assess three aspects of research: Research impact is assessed in two formats, first, through an impact template that describes the approach to enabling impact within a unit of assessment, and second, using impact case studies that describe the impact taking place following excellent research within a unit of assessment (REF2014 2011a). It is important to emphasize that Not everyone within the higher education sector itself is convinced that evaluation of higher education activity is a worthwhile task (Kelly and McNicoll 2011). Explain. The first attempt globally to comprehensively capture the socio-economic impact of research across all disciplines was undertaken for the Australian Research Quality Framework (RQF), using a case study approach. Inform funding. Despite the concerns raised, the broader socio-economic impacts of research will be included and count for 20% of the overall research assessment, as part of the REF in 2014. 0000003495 00000 n 0000011201 00000 n In the UK, there have been several Jisc-funded projects in recent years to develop systems capable of storing research information, for example, MICE (Measuring Impacts Under CERIF), UK Research Information Shared Service, and Integrated Research Input and Output System, all based on the CERIF standard. As a result, numerous and widely varying models and frameworks for assessing impact exist. The university imparts information, but it imparts it imaginatively. Collecting this type of evidence is time-consuming, and again, it can be difficult to gather the required evidence retrospectively when, for example, the appropriate user group might have dispersed. Evidence of academic impact may be derived through various bibliometric methods, one example of which is the H index, which has incorporated factors such as the number of publications and citations. 2005; Wooding et al. Indicators were identified from documents produced for the REF, by Research Councils UK, in unpublished draft case studies undertaken at Kings College London or outlined in relevant publications (MICE Project n.d.). Case studies are ideal for showcasing impact, but should they be used to critically evaluate impact? Measurement assessment and evaluation helps the teachers to determine the learning progress of the students. Such a framework should be not linear but recursive, including elements from contextual environments that influence and/or interact with various aspects of the system. Evaluation research aimed at determining the overall merit, worth, or value of a program or policy derives its utility from being explicitly judgment-oriented. It has been acknowledged that outstanding leaps forward in knowledge and understanding come from immersing in a background of intellectual thinking that one is able to see further by standing on the shoulders of giants. Introduction, what is meant by impact? Decker et al. 0000328114 00000 n 1. The growing trend for accountability within the university system is not limited to research and is mirrored in assessments of teaching quality, which now feed into evaluation of universities to ensure fee-paying students satisfaction. Even where we can evidence changes and benefits linked to our research, understanding the causal relationship may be difficult. SIAMPI is based on the widely held assumption that interactions between researchers and stakeholder are an important pre-requisite to achieving impact (Donovan 2011; Hughes and Martin 2012; Spaapen et al. This atmosphere of excitement, arising from imaginative consideration transforms knowledge.. Cooke and Nadim (2011) also noted that using a linear-style taxonomy did not reflect the complex networks of impacts that are generally found. Why should this be the case? Capturing data, interactions, and indicators as they emerge increases the chance of capturing all relevant information and tools to enable researchers to capture much of this would be valuable. The case study approach, recommended by the RQF, was combined with significance and reach as criteria for assessment. Professor James Ladyman, at the University of Bristol, a vocal adversary of awarding funding based on the assessment of research impact, has been quoted as saying that inclusion of impact in the REF will create selection pressure, promoting academic research that has more direct economic impact or which is easier to explain to the public (Corbyn 2009). The introduction of impact assessments with the requirement to collate evidence retrospectively poses difficulties because evidence, measurements, and baselines have, in many cases, not been collected and may no longer be available. 0000007307 00000 n RAND selected four frameworks to represent the international arena (Grant et al. Indicators, evidence, and impact within systems, Department for Business, Innovation and Skills 2012, http://www.arc.gov.au/pdf/ERA_Indicator_Principles.pdf, http://www.charitystar.org/wp-content/uploads/2011/05/Return_on_donations_a_white_paper_on_charity_impact_measurement.pdf, http://www.oecd.org/science/innovationinsciencetechnologyandindustry/37450246.pdf, http://www.cahs-acss.ca/wp-content/uploads/2011/09/ROI_FullReport.pdf, http://mice.cerch.kcl.ac.uk/wp-uploads/2011/07/MICE_report_Goldsmiths_final.pdf, http://www.timeshighereducation.co.uk/story.asp?storyCode=409614§ioncode=26, http://www.odi.org.uk/rapid/Events/ESRC/docs/background_paper.pdf, http://www.iscintelligence.com/archivos_subidos/usfacultyburden_5.pdf, http://blogs.lse.ac.uk/impactofsocialsciences/tag/claire-donovan/, http://www.atn.edu.au/docs/Research%20Global%20-%20Measuring%20the%20impact%20of%20research.pdf, http://www.hbs.edu/research/pdf/10-099.pdf, http://www.esf.org/index.php?eID=tx_ccdamdl_file&p[file]=25668&p[dl]=1&p[pid]=6767&p[site]=European%20Science%20Foundation&p[t]=1351858982&hash=93e987c5832f10aeee3911bac23b4e0f&l=en, http://www.rand.org/pubs/research_briefs/2007/RAND_RB9202.pdf, http://www.rand.org/pubs/documented_briefings/2010/RAND_DB578.pdf, http://ukirc.ac.uk/object/report/8025/doc/CIHE_0612ImpactReport_summary.pdf, http://www.timeshighereducation.co.uk/story.asp?storyCode=415340§ioncode=26, http://www.publicengagement.ac.uk/sites/default/files/80096%20NCCPE%20Social%20Value%20Report.pdf, http://www2.lse.ac.uk/government/research/resgroups/LSEPublicPolicy/Docs/LSE_Impact_Handbook_April_2011.pdf, http://www.artscouncil.org.uk/media/uploads/documents/publications/340.pdf, http://www.ref.ac.uk/media/ref/content/pub/researchexcellenceframeworkimpactpilotexercisefindingsoftheexpertpanels/re01_10.pdf, http://www.ref.ac.uk/media/ref/content/pub/assessmentframeworkandguidanceonsubmissions/02_11.pdf, http://www.ref.ac.uk/media/ref/content/pub/assessmentframeworkandguidanceonsubmissions/GOS%20including%20addendum.pdf, http://www.ref.ac.uk/media/ref/content/pub/panelcriteriaandworkingmethods/01_12.pdf, http://www.russellgroup.ac.uk/uploads/REF-consultation-response-FINAL-Dec09.pdf, http://www.siampi.eu/Pages/SIA/12/625.bGFuZz1FTkc.html, http://www.siampi.eu/Content/SIAMPI/SIAMPI_Final%20report.pdf, http://www.thesroinetwork.org/publications/doc_details/241-a-guide-to-social-return-on-investment-2012, http://www.ucu.org.uk/media/pdf/n/q/ucu_REFstatement_finalsignatures.pdf, http://www.esrc.ac.uk/_images/Case_Study_of_the_Future_of_Work_Programme_Volume_2_tcm8-4563.pdf, Receive exclusive offers and updates from Oxford Academic, Automated collation of evidence is difficult, Allows evidence to be contextualized and a story told, Incorporating perspective can make it difficult to assess critically, Enables assessment in the absence of quantitative data, Preserves distinctive account or disciplinary perspective, Rewards those who can write well, and/or afford to pay for external input.
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