Context A Framework For Its Influence On Evaluation Practice
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Context: A Framework for Its Influence on Evaluation Practice
Context is a force in evaluation. It shapes our practice, influencing how we approach and design our studies, how we carry them out, and how we report our findings. Context also moderates and mediates the outcomes of the programs and policies we evaluate. This issue focuses squarely on the role that context plays in practice and illuminates its effect on the implementation and outcomes of programs. Exploring the ways in which attending to context may improve the quality of evaluation practice, the contributions span theory, methods, and practice in an effort to move to a more comprehensive conceptualization of context that can guide our work. It: Provides an historical and theoretical view of evaluators’ treatment of context Illustrates how context has influenced evaluation practice Presents a five-area framework for guiding a contextual analysis of evaluations Introduces “context assessment,” which provides a means of integrating context and its implications within the important stages of evaluation. This is the 135th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.
Context: A Framework for Its Influence on Evaluation Practice
Context is a force in evaluation. It shapes our practice, influencing how we approach and design our studies, how we carry them out, and how we report our findings. Context also moderates and mediates the outcomes of the programs and policies we evaluate. This issue focuses squarely on the role that context plays in practice and illuminates its effect on the implementation and outcomes of programs. Exploring the ways in which attending to context may improve the quality of evaluation practice, the contributions span theory, methods, and practice in an effort to move to a more comprehensive conceptualization of context that can guide our work. It: Provides an historical and theoretical view of evaluators’ treatment of context Illustrates how context has influenced evaluation practice Presents a five-area framework for guiding a contextual analysis of evaluations Introduces “context assessment,” which provides a means of integrating context and its implications within the important stages of evaluation. This is the 135th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.
Coordinating Divisional and Departmental Student Affairs Assessment
By providing practical advice on how to inform and lead a successful assessment program in student affairs, Coordinating Divisional and Departmental Student Affairs Assessment, 2nd Edition helps student affairs professionals understand the impact of their initiatives, identify areas for improvement, and make data-driven decisions to enhance student learning, development, and engagement. Student affairs assessment plays a significant role in shaping the overall college experience. As higher education transforms, there is an even greater demand for student affairs assessment that informs practice, illuminates equity gaps, and improves student learning. This second edition builds upon the concepts of the first edition while adding essential topics that address the changing dynamics of leading assessment in a department or division in student affairs such as how to use and select assessment technology, meaningful ways to collaborate with institutional research, as well as creating equity-centered assessment practices. By utilizing the strategies in this book, student affairs divisions can create evidence-based practices that contribute to a more inclusive and supportive campus environment, foster student engagement, and ultimately enhance the educational journey for students. This updated and revised edition has been written with new and seasoned assessment practitioners in mind. It’s an ideal resource for graduate students and other student affairs practitioners who seek to find practical information to guide their own assessment practice.