Context-sensitive evaluation: Determining the context surrounding the implementation of a government policy

Alderman, Lyn ORCID: https://orcid.org/0000-0001-6863-5633 (2015) Context-sensitive evaluation: Determining the context surrounding the implementation of a government policy. Evaluation Journal of Australasia, 15 (4). pp. 4-15. ISSN 1035-719X


Abstract

This article explains the essence of the context-sensitive parameters and dimensions in play at the time of an intervention, through the application of Rog’s (2012) model of contextual parameters. Rog’s model offers evaluators a structured approach to examine an intervention. The initial study provided a systematic way to clarify the scope, variables, timing, and appropriate evaluation methodology to evaluate the implementation of a government policy. Given that the government implementation of an educational intervention under study did not follow the experimental research approach, nor the double cycle of action research approach, the application of Rog’s model provided an in-depth understanding of the context-sensitive environment; it is from this clear purpose that the broader evaluation was conducted. Overall, when governments or institutions implement policy to invoke educational change (and this intervention is not guided by an appropriate evaluation approach), then program evaluation is achievable post-implementation. In this situation, Rog’s (2012) model of contextual parameters is a useful way to achieve clarity of purpose to guide the program evaluation.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 01 Dec 2021 23:27
Last Modified: 02 Dec 2021 00:03
Uncontrolled Keywords: higher education; evaluation; policy implementation analysis; pedagogy
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
Identification Number or DOI: https://doi.org/10.1177/1035719X1501500402
URI: http://eprints.usq.edu.au/id/eprint/43315

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