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Journal articles on the topic 'Evaluation theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 June 2025

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1

Guyadeen, Dave, and Mark Seasons. "Evaluation Theory and Practice: Comparing Program Evaluation and Evaluation in Planning." Journal of Planning Education and Research 38, no. 1 (2016): 98–110. http://dx.doi.org/10.1177/0739456x16675930.

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This article reviews the major approaches of program evaluation and evaluation in planning. The challenges to evaluating plans and planning are discussed, including the reliance on ex ante evaluations, a lack of outcome evaluation methodologies, the attribution gap, and institutional hurdles. Areas requiring further research are also highlighted, including the need to develop appropriate evaluation methodologies; creating stronger linkages between program evaluation and evaluation in planning; examining the institutional and political contexts guiding the use (and misuse) of evaluation in practice; and the importance of training and educating planners on evaluation.

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2

Evangelidis, Ioannis, and Stijn M. J. van Osselaer. "Interattribute evaluation theory." Journal of Experimental Psychology: General 148, no. 10 (2019): 1733–46. http://dx.doi.org/10.1037/xge0000552.

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3

Fitz-Gibbon, Carol Taylor, and Lynn Lyons Morris. "Theory-based evaluation." Evaluation Practice 17, no. 2 (1996): 177–84. http://dx.doi.org/10.1016/s0886-1633(96)90024-0.

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4

Yurak, Vera Vasilievna. "Genesis of evaluation theory, connection with value theory." KANT 41, no. 4 (2021): 6–14. http://dx.doi.org/10.24923/2222-243x.2021-41.1.

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In the development of evaluation theory, there is a trend of gradual complication through the emergence of new evaluation paradigms, approaches and methods, which proves the constant development of the evaluation theory and its relevance. However, evaluation theory is still full of many unresolved problems. These problems are basically related to the lack of a well-built theoretical framework for evaluation, based on fundamental research on the genesis and evolution of the evaluation theory coupled with the value theory. The purpose of the study is to study the genesis of the evaluation theory in conjunction with the development of the value theory, and the structure of assessment. As a result, It has revealed that the evaluation has a social nature and arose with the emergence of man on Earth; The embryonic genesis, as a theory, was in Antiquity, but the academic evaluation theory was formed only in the 30s of the XX century in economic research. Since the 20th century, there has been a trend of shifting priorities from the value theory to the procedure for evaluating the value, contributing to the emergence of a separate profession of an appraiser. The problem of subjectivization of both the evaluating process and the results of it has been established. The basic structure of the evaluation has been determined. Paper reveals the fact of the complication of the evaluation structure by identifying one more subject of evaluation. The conflict-nature of the evaluation is identified.

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HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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6

Brousselle, Astrid, and Jean-Marie Buregeya. "Theory-based evaluations: Framing the existence of a new theory in evaluation and the rise of the 5th generation." Evaluation 24, no. 2 (2018): 153–68. http://dx.doi.org/10.1177/1356389018765487.

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In this article we defend the idea that theory-based evaluations—contribution analysis, logic analysis, and realist evaluation—are complementary components of a new theory in evaluation. We also posit that we are currently observing the emergence of a fifth generation in evaluation: the explanation generation. Theory-based evaluations have featured prominently in the discourse of evaluators since the mid-1980s. They have developed mainly in response to the need for evaluation of complex interventions. In this article we analyze certain approaches that have matured in their design and application. We use the framework of Shadish et al. to analyze the ontological, epistemological, and methodological foundations of various theory-based approaches in evaluation to appraise their similarities and differences. We observe that all these approaches are grounded in critical realism. Similarities seen in their ontological, epistemological, and methodological positionings, as well as their complementarity in terms of the evaluative questions they address, suggest we may be observing the consolidation of a new theory in evaluation and the emergence of a fifth generation.

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Hansen, Morten Balle, and Evert Vedung. "Theory-Based Stakeholder Evaluation." American Journal of Evaluation 31, no. 3 (2010): 295–313. http://dx.doi.org/10.1177/1098214010366174.

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Leviton, Laura C. "Evaluation Practice and Theory." American Journal of Evaluation 36, no. 2 (2015): 238–42. http://dx.doi.org/10.1177/1098214015573070.

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9

Molas-Gallart, Jordi, and Andrew Davies. "Toward Theory-Led Evaluation." American Journal of Evaluation 27, no. 1 (2006): 64–82. http://dx.doi.org/10.1177/1098214005281701.

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10

McBride, Mark. "Evaluation and Legal Theory." Modern Law Review 66, no. 4 (2003): 661–64. http://dx.doi.org/10.1111/1468-2230.66040094.

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11

Copeland-Carson, Jacqueline. "“Theory-Building” Evaluation Anthropology." NAPA Bulletin 24, no. 1 (2008): 7–16. http://dx.doi.org/10.1525/napa.2005.24.1.007.

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12

Greene, Jennifer C. "Logic and evaluation theory." Evaluation and Program Planning 38 (June 2013): 71–73. http://dx.doi.org/10.1016/j.evalprogplan.2012.03.017.

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13

Ballart, Xavier. "Spanish Evaluation Practice Versus Program Evaluation Theory." Evaluation 4, no. 2 (1998): 149–70. http://dx.doi.org/10.1177/13563899822208509.

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14

Alkin, Marvin C., Christina A. Christie, and Naomi A. Stephen. "Choosing an Evaluation Theory: A Supplement to Evaluation Roots (3rd Edition)." Journal of MultiDisciplinary Evaluation 17, no. 41 (2021): 51–60. http://dx.doi.org/10.56645/jmde.v17i41.709.

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Background: Unlike scientific theories, evaluation theories are prescriptive: a set of actions and approaches that should be followed when conducting an evaluation. While evaluation theorists have offered a variety of writings describing their theories and approaches, few have offered a specific outline of what the theory looks like in practice. Thus, Alkin and Christie formulated a book to aid evaluators in how to apply theories in evaluations (Alkin & Christie, forthcoming). This book culminates in a series of prototypes that outline each theory’s goals, appropriate contexts, prescriptions, and observable actions in application. Purpose: In order to aid evaluators in applying theories, this article seeks to provide a basis for comparison that can be used to help evaluators select which theory would be most appropriate in their practice. Setting: This comparison can be applied in any setting where evaluations fit the context prescribed by each of the theories. Intervention: Not applicable. Research Design: Not applicablre. Data Collection and Analysis: Not applicable. Findings: In order for theories to influence practice effectively, theories must be displayed in a way that allows for easy comparison. This comparison of three theory prototypes demonstrates that prototypes can be an effective way for selecting a prescriptive theory when conducting an evaluation. Keywords: prescriptive theories; practice; empowerment evaluation; learning centered model; developmental evaluation

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15

Nørholm, Morten. "Outlining a theory of the social and symbolic function of evaluations of education." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (May 21, 2019): e1467. http://dx.doi.org/10.15845/praxeologi.v1i0.1467.

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AbstractThe article presents the results of a research project focusing on evaluations of education as a part of a New Public Management in the area of education.The empirical material consists of:- 8 state-sanctioned evaluations of the formal training programs for the positions in a medical field- various texts on evaluations- various examples of Danish evaluation research.A field of producers of Danish evaluation research is constructed as part of a field of power: analogous to the analysed evaluations, Danish evaluation research forms a discourse legitimizing socially necessary administrative interventions. The evaluations and the evaluation research are constructed as parts of a mechanism performing and legitimizing a sorting to an existing social order. The theoretical starting point is from theories, primarily by Émile Durkheim, Pierre Bourdieu and Ulf P. Lundgren.Keywords: evaluation, evaluation of education, social reproduction, New Public Management, societies after the Modern, meritocracy

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16

Deng, Pu Jun, Jian Dong Lu, and Wei Fang. "Research on Applying Fuzzy Theory into Printer Quality Evaluation." Applied Mechanics and Materials 469 (November 2013): 362–67. http://dx.doi.org/10.4028/www.scientific.net/amm.469.362.

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From printing technology’s perspective, printing quality is determined by the comprehensive effects of all the printing product appearance features. The factors which dominate to comprehensive effects of all the printing product appearance features include definition of image, tone rendering, color rendering, uneven, and gloss, etc. In the print quality evaluation, this factor is affected by many other factors. Therefore, printing quality evaluations are indeterminate. Most of printing quality evaluations belongs to fuzzy theory, which brings a lot of troubles to the printing quality evaluation. The paper mainly research that the synthesis decision-making method in fuzzy mathematics theory is used to tone reproduction of printing quality, and analyze the feasibility of applying Fuzzy Synthetic Evaluation Model in printing quality evaluation. The synthesis decision-making method is used to determine the tone indicator system of printing, establish Fuzzy Evaluation Mode, and analyze the influencing factors. Through the evaluation of numerous experts, the weight will be offered for the specified factors. On the basis of weights, printing quality can be evaluated by determining the membership function of all the factors and calculating the score through fuzzy algorithm. The paper studies have shown that the synthesis decision-making method in fuzzy mathematics theory can be used to solve the printer quality evaluation problem and is valid for evaluating the results in actual application.

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17

Mertens, Donna M. "Inclusive Evaluation: Implications of Transformative Theory for Evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1177/109821409902000102.

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18

Mertens, D. "Inclusive evaluation: Implications of transformative theory for evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1016/s1098-2140(99)80105-2.

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19

Lee, Eunsuk, and Yu Ri Kim. "Evaluation Use in International Development Cooperation and Stakeholder Roles: A Theory of Change Approach." Korea Association of International Development and Cooperation 16, no. 2 (2024): 1–23. http://dx.doi.org/10.32580/idcr.2024.16.2.1.

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Purpose: This study aims to provide a theoretical foundation and practical examples to enhance evaluation use among various stakeholders by exploring the mechanisms of evaluation use in international development cooperation through the Theory of Change (ToC). Originality: By developing a ToC specifically for development cooperation evaluation, this research advances the discourse on evaluation use. It establishes a foundational basis for theoretical discussions on diverse evaluation applications and identifies the roles of various stakeholders. Methodology: The study begins with a comprehensive literature review to define the concept and various types of evaluation use. It then conducts a comparative analysis of evaluation logic models from previous studies to extract common elements and create a tailored ToC for evaluations in international development cooperation. Finally, stakeholder analysis is used to categorize evaluation stakeholders. We apply the developed ToC to identify the roles of each stakeholder in different evaluation contexts. Result: By applying an extended definition of evaluation use, this study developed a ToC for international development cooperation evaluation, identifying essential elements for change and critical assumptions throughout the evaluation process. Through the analysis of evaluation stakeholders categorized into key, primary, and secondary groups based on their influence within the ToC framework, the study reveals that stakeholders at all levels can utilize evaluations for diverse purposes across the entire evaluation process. Conclusion and Implication: This study systematically identified the diverse roles of stakeholders and the mechanisms of evaluation use in the field of development cooperation, integrating ToC and stakeholder analysis. It provides a comprehensive understanding of who uses evaluations, for what purposes, when, and how. Ultimately, this research is expected to enhance evaluation practices and use, thereby contributing to the achievement of the intended objectives of evaluations.

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20

Kerr, Sandy. "Kaupapa Māori Theory-based Evaluation." Evaluation Journal of Australasia 12, no. 1 (2012): 6–18. http://dx.doi.org/10.1177/1035719x1201200102.

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In an environment where Māori approaches to evaluation are developing quickly, with ever-widening influence, this article is an attempt to capture the theoretical roots of Kaupapa1 Māori evaluation approaches. From a range of Kaupapa Māori theorists, six principles are drawn and their relevance to evaluation theory and practice is discussed. These principles are then mapped to major movements in evaluation theory, illustrating how Kaupapa Māori theory-based evaluation, arising as a unique praxis within the context of Aotearoa2 New Zealand, has strong alignment with international developments.

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21

Jones, Lorelei. "The art and science of non-evaluation evaluation." Journal of Health Services Research & Policy 23, no. 4 (2018): 262–67. http://dx.doi.org/10.1177/1355819618779614.

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This essay considers some limitations of programme theory evaluation in relation to healthcare policies. This approach, which seeks to surface ‘programme theories’ or construct ‘logic models’, is often unable to account for empirical observations of policy implementation in real-world contexts. I argue that this failure stems from insufficient theoretical elaboration of the social, cultural and political dimensions of healthcare policies. Drawing from institutional theory, critical theory and discourse theory, I set out an alternative agenda for policy research. I illustrate the issues with respect to programme theory evaluation with examples from my experience of research on large-scale strategic change in the English NHS.

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22

Cahyani, Siska, and Satya Perdana. "Textbooks evaluation by Ur’s Theory." Journal of English Language and Pedagogy 2, no. 2 (2019): 162. http://dx.doi.org/10.36597/jelp.v2i2.4869.

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The objectives of this study are to: (1) describe the appropriateness of textbooks used by seventh grade junior high school with the criteria of good textbooks developed by Ur’s theory, and (2) reveal the strengths and weaknesses of each textbook. This research was conducted using evaluation research. The data was obtained through document analysis and interviewing expert. Ur’s theory was used to analyze the data. The objects of this research for analysis were two English textbooks; WERB and Bright for seventh grade junior high school. The research found out When English Ring a Bell meets eight criteria of a good textbook by Ur. They are: objectives explicitly laid out in an introduction, attractive layout and visual material, interesting and various topics, the content organization, and graded adequate guidance for the teacher, and readiness of the textbook. Bright meets all the criteria of a good textbook. The researcher also found the strength of WERB lies in its colorful and attractive layout and the textbook also presents various topics that motivate the students to practice actively. There is teachers’ book as guidelines. Meanwhile, the strength of Bright lies in clear layout, pictures and illustration, four skills are covered. Its main weaknesses are the dull color of this textbook and no teacher’s book is provided. The researcher concludes that Bright is better than WERB. This book is appropriate with criteria of good textbooks and used by teacher and student. It is available in many bookstores. Bright is also compatible in terms of coherence and unity of ideas among units and language content.

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23

Hills, Gerald E., Lee Hertzman, Sumaria Mohan-Neill, et al. "Marketing Theory: Evolution and Evaluation." Journal of Marketing 54, no. 1 (1990): 138. http://dx.doi.org/10.2307/1252180.

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24

Karmanov, Mikhail V., Oksana V. Kuchmaeva, and Olga L. Petrjakova. "DEMOGRAPHIC SECURITY: THEORY, METHODOLOGY, EVALUATION." Statistics and Economics, no. 4 (January 1, 2015): 123–28. http://dx.doi.org/10.21686/2500-3925-2015-4-123-128.

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25

EI-Tallawy, Gamal N. "Polysystem Translation Theory Re-Evaluation." مجلة الآداب والعلوم الإنسانیة 28, no. 2 (1998): 35–54. http://dx.doi.org/10.21608/fjhj.1998.133595.

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26

McGill, Brian J., Brian A. Maurer, and Michael D. Weiser. "EMPIRICAL EVALUATION OF NEUTRAL THEORY." Ecology 87, no. 6 (2006): 1411–23. http://dx.doi.org/10.1890/0012-9658(2006)87[1411:eeont]2.0.co;2.

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27

Witkin, Stanley L., and Shimon Gottschalk. "Alternative Criteria for Theory Evaluation." Social Service Review 62, no. 2 (1988): 211–24. http://dx.doi.org/10.1086/644543.

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28

Germuth, Amy A. "Advances in Evaluating Evaluation Theory." American Journal of Evaluation 31, no. 3 (2010): 418–20. http://dx.doi.org/10.1177/1098214010372250.

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29

Dahler-Larsen, Peter. "Theory-Based Evaluation Meets Ambiguity." American Journal of Evaluation 39, no. 1 (2017): 6–23. http://dx.doi.org/10.1177/1098214017716325.

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As theory-based evaluation (TBE) engages in situations where multiple stakeholders help develop complex program theory about dynamic phenomena in politically contested settings, it becomes difficult to develop and use program theory without ambiguity. The purpose of this article is to explore ambiguity as a fruitful perspective that helps TBE face current challenges. Literatures in organization theory and political theory are consulted in order to cultivate the concept of ambiguity. Janus variables (which work in two ways) and other ambiguous aspects of program theories are classified and exemplified. Stances towards ambiguity are considered, as are concrete steps that TBE evaluators can take to identify and deal with ambiguity in TBE.

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30

Shadish, William R., and Thomas D. Cook. "Donald Campbell and Evaluation Theory." American Journal of Evaluation 19, no. 3 (1998): 417–22. http://dx.doi.org/10.1177/109821409801900318.

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31

Fawcett, Jacqueline. "Criteria for Evaluation of Theory." Nursing Science Quarterly 18, no. 2 (2005): 131–35. http://dx.doi.org/10.1177/0894318405274823.

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32

Van Dyk, Sandra. "The Evaluation of Race Theory." Journal of Black Studies 24, no. 1 (1993): 77–87. http://dx.doi.org/10.1177/002193479302400105.

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33

Scholten, Jan. "Evaluation of the Plant Theory." Homœopathic Links 30, no. 03 (2017): 187–88. http://dx.doi.org/10.1055/s-0037-1602392.

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This article discusses the value of the Plant theory in practice. This was done by informally asking around 10 homeopaths about their experience with the Plant theory. The complexity of the Plant kingdom makes several factors to be ascertained. This complexity takes time to learn. Though the benefits are great once it is learned. The learning is more than worth the time it takes. It opens the whole botanical world.

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34

Shadish, W. "Donald Campbell and evaluation theory." American Journal of Evaluation 19, no. 3 (1998): 417–22. http://dx.doi.org/10.1016/s1098-2140(99)80227-6.

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35

Scriven, Michael. "The Theory behind Practical Evaluation." Evaluation 2, no. 4 (1996): 393–404. http://dx.doi.org/10.1177/135638909600200403.

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36

Christie, Christina A., and Marvin C. Alkin. "Evaluation theory tree re-examined." Studies in Educational Evaluation 34, no. 3 (2008): 131–35. http://dx.doi.org/10.1016/j.stueduc.2008.07.001.

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37

Birckmayer, Johanna D., and Carol Hirschon Weiss. "Theory-Based Evaluation in Practice." Evaluation Review 24, no. 4 (2000): 407–31. http://dx.doi.org/10.1177/0193841x0002400404.

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38

Alexander, H. A. "Eisner's Aesthetic Theory of Evaluation." Educational Theory 36, no. 3 (1986): 259–70. http://dx.doi.org/10.1111/j.1741-5446.1986.00259.x.

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39

Brousselle, Astrid, and François Champagne. "Program theory evaluation: Logic analysis." Evaluation and Program Planning 34, no. 1 (2011): 69–78. http://dx.doi.org/10.1016/j.evalprogplan.2010.04.001.

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40

Wallis, Anne Baber. "Evaluation Theory, Models, and Applications." JAMA 299, no. 22 (2008): 2692. http://dx.doi.org/10.1001/jama.299.22.2692.

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41

Wiersma, Reviewed by William. "Evaluation Theory, Models, & Applications." Journal of MultiDisciplinary Evaluation 6, no. 11 (2008): 109–11. http://dx.doi.org/10.56645/jmde.v6i11.197.

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42

Rogers, Patricia J., and Carol H. Weiss. "Theory-based evaluation: Reflections ten years on: Theory-based evaluation: Past, present, and future." New Directions for Evaluation 2007, no. 114 (2007): 63–81. http://dx.doi.org/10.1002/ev.225.

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43

Mgbekem, M. A., I. N. Ojong, F. E. Lukpata, M. Armon, and V. Kalu. "Middle range theory evaluation: bridging the theory-practice gap." Global Journal of Pure and Applied Sciences 22, no. 2 (2016): 249. http://dx.doi.org/10.4314/gjpas.v22i2.13.

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44

Leviton, L. C. "Program Theory and Evaluation Theory in Community-based Programs." American Journal of Evaluation 15, no. 1 (1994): 89–92. http://dx.doi.org/10.1177/109821409401500111.

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45

Leviton, Laura C. "Program theory and evaluation theory in community-based programs." Evaluation Practice 15, no. 1 (1994): 89–92. http://dx.doi.org/10.1016/0886-1633(94)90065-5.

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46

Ruzita Ahmad, Mohammad Hafiz Ismail, Shukor Sanim Mohd Fauzi, and Tajul Rosli Razak. "An Assessment Mechanism for Integrated Software Sustainability Evaluation Model via Evaluation Theory." Applied Mathematics and Computational Intelligence (AMCI) 13, no. 4 (2024): 113–29. http://dx.doi.org/10.58915/amci.v13i4.1486.

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Evaluation of software sustainability aids in decision-maker’s identification of the specific actions needed to guarantee sustainability for current and future generations. The prior approach to assessment focused on how the business environment was changing and using the high-quality software sustainability evaluation model (SSEM) affected those changes. Numerous well-established quality models, concepts, and understandings impacted on SSEM trends. These act as frameworks for developing software evaluations, the outcomes of which are applied to the assessment of generic software procedures. Therefore, this research aimed to use Evaluation Theory (ET) to create an assessment mechanism for an integrated Software Sustainability Evaluation Model (i-SSEM). This model encompasses evaluation criteria, targets, assessment processes, data-gathering techniques, synthesis techniques, and yardsticks. Nine criteria are presented in this study to evaluate software sustainability encompassing functional adequacy, dependability, performance efficiency, usability, security, compatibility, maintainability, portability, and impactibility. The use of the Quality Function Deployment (QFD) methodology, effectively classifies the recommended criteria into sustainable dimensions. A Goal Question Metric (GQM) is used to establish the software criteria by precisely specifying the aim, perspectives, and viewpoints of an evaluation of the sustainability aspects. By highlighting the unique evaluation mechanism for software products and processes and utilizing both quantitative and qualitative measurement techniques, this model improves the current SSEM.

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47

Xu, Xing, Xingzhi Wang, and Guangzhong Sun. "Coal-Mine Water-Hazard Risk Evaluation Based on the Combination of Extension Theory, Game Theory, and Dempster–Shafer Evidence Theory." Water 16, no. 20 (2024): 2881. http://dx.doi.org/10.3390/w16202881.

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Due to the complex hydrogeological conditions and water hazards in coal mines, there are multiple indexes, complexities, incompatibilities, and uncertainty issues in the risk evaluation process of coal-mine water hazards. To accurately evaluate the risk of coal-mine water hazards, a comprehensive evaluation method based on extension theory, game theory, and Dempster–Shafer (DS) evidence theory is proposed. Firstly, a hierarchical water-hazard risk-evaluation index system is established, and then matter-element theory in extension theory is used to establish a matter-element model for coal-mine water-hazard risk. The membership relationship between various evaluation indexes and risk grades of coal-mine water-hazard risk is quantified using correlation functions of extension set theory, and the quantitative results are normalized to obtain basic belief assignments (BBAs) of risk grades for each index. Then, the subjective weights of evaluation indexes are calculated using the order relation analysis (G1) method, and the objective weights of evaluation indexes are calculated using the entropy weight (EW) method. The improved combination weighting method of game theory (ICWMGT) is introduced to determine the combination weight of each evaluation index, which is used to correct the BBAs of risk grades for each index. Finally, the fusion of DS evidence theory based on matrix analysis is used to fuse BBAs, and the rating with the highest belief fusion result is taken as the final evaluation result. The evaluation model was applied to the water-hazard risk evaluation of Sangbei Coal Mine, the evaluation result was of II grade water-hazard risk, and it was in line with the actual engineering situation. The evaluation result was compared with the evaluation results of three methods, namely the expert scoring method, the fuzzy comprehensive evaluation method, and the extension method. The scientificity and reliability of the method adopted in this paper were verified through this method. At the same time, based on the evaluation results, in-depth data mining was conducted on the risk indexes of coal-mine water hazards, and it was mainly found that 11 secondary indexes are the focus of coal-mine water-hazard risk prevention and control, among which seven indexes are the primary starting point for coal-mine water-hazard risk prevention and control. The groundwater index in particular has the most prominent impact. These results can provide a theoretical basis and scientific guidance for the specific water-hazard prevention and control work of coal mines.

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48

Appius, Stephanie. "Sustainability of further training in the education system: An evaluation model for analyzing the effectiveness of further training." Evaluation in teacher education 16, no. 2 (2024): 270–87. http://dx.doi.org/10.62350/jmhs3127.

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The effectiveness and sustainability of further education are of interest to many actors in the education system. Accordingly, evaluation projects are often intended to prove the effectiveness of further education. Evaluations are often unable to provide an empirical measurement of impact. Alternatives are therefore needed as to how the impact and sustainability of further education can be evaluated. In this article, an evaluation model based on theory and saturated with practical evaluation experiences is presented. The theory offers many determinants of effective teacher further education, findings from evaluation research structure the evaluation procedure. The model presented combines these approaches and thus offers a systematization for evaluations in this subject area.

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49

Antin, Judd. "Empowerment Evaluation: From Theory to Practice." Practicing Anthropology 27, no. 2 (2005): 23–26. http://dx.doi.org/10.17730/praa.27.2.n218072454gm8n7q.

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This article will focus on the practical application of the principles and methods of empowerment evaluation. Empowerment evaluation, conceptualized by Dr. David M. Fetterman, is described as "the use of evaluation concepts, techniques, and findings to foster improvement and self-determination" (Fetterman 1997). (For a complete description of the empowerment evaluation model, see Fetterman's 2001 book Foundations of Empowerment Evaluation). While that description tends towards the abstract, the practical sum of the debate between proponents and critics appears to be that empowerment evaluation is somewhere between classical evaluation and evaluation training. It is unabashedly "customer-oriented," and it shares the burden of evaluation with the evaluated group. Because it straddles the boundary between evaluation and training, to many empowerment evaluation represents a controversial new twist on established evaluation ideas.

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50

Parry, J. T. "The high terrace gravels, Northeast Thailand - a re-evaluation and an integrated theory of their origin." Zeitschrift für Geomorphologie 40, no. 2 (1996): 145–75. http://dx.doi.org/10.1127/zfg/40/1996/145.

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