Editorial (Evaluation Journal of Australasia, Volume 18, Issue 2)

Alderman, Lyn ORCID: https://orcid.org/0000-0001-6863-5633 (2018) Editorial (Evaluation Journal of Australasia, Volume 18, Issue 2). Evaluation Journal of Australasia, 18 (2). pp. 75-77. ISSN 1035-719X


Abstract

I invite all evaluators, commissioners of evaluation, and policy decision-makers to read this issue of the Evaluation Journal of Australasia as a professional development activity to enhance and extend your practice. The articles published in this issue cover a wide range of evaluation methodologies which stand to remind us all that evaluation is a broad discipline and evaluators, commissioners, and decision-makers need to understand several methodologies. The methodologies discussed in this issue include participatory evaluation, realist evaluation, developmental evaluation, action research, quality improvement, meta-evaluations, evaluation design, and principle evaluation. Whether you adopt and apply these methodologies, or not, is not the issue. What is important is that you understand that evaluators have a toolkit of methodologies ready for use. Knowing when and where to apply different evaluation methodologies is key to how we demonstrate the depth and understanding of our disciplinary knowledge of evaluation.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 02 Aug 2022 04:21
Last Modified: 02 Aug 2022 04:30
Uncontrolled Keywords: editorial; evaluation theory; evaluative thinking; evaluator; program evaluation
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
Identification Number or DOI: https://doi.org/10.1177/1035719X18785040
URI: http://eprints.usq.edu.au/id/eprint/43322

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